SURVEYING 



WITH SECTIONS ON MAP READING 

MILITARY SKETCHING AND 

TOPOGRAPHIC DRAWING 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

WASHINGTON 

AUGUST, 1919 




SURVEYING 



WITH SECTIONS ON MAP READING 

MILITARY SKETCHING AND 

TOPOGRAPHIC DRAWING 



ij, - . WAR DEPARTMENT 

COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

WASHINGTON 

AUGUST, 1919 



^> 



^'\^ 



D. 01 ;.'. 



WAR DEPARTMENT INSTRUCTION MANUAL 

No. I 
COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



Weals Back of Our Training Activities 

There are two fundamentals that the Committee wishes to impress upon 
instructors : 

1. An efficient instructor must be accurately informed as 
to what jobs a carpenter, or a blacksmith, for instance, may 
be called upon to do in the Army. 

2. Methods of instruction must be used which in the time 
available will best train men to do these jobs. 

To assist instructors in these two important respects, new course outlines 
are being prepared by the Committee on Education and Special Training. 
As soon as completed they will be issued to the co-operating schools. 

These outlines are sufficiently definite to produce that degree of special- 
ization required by the various Army Corps; yet they are also sufficiently 
flexible to allow for the broader development of resourcefulness and initiative 
which are essential to the men in the army. Results to be obtained have been 
set down rather than detailed methods of accomplishing results. Such 
details can be developed best in each institution through the ingenuity of the 
instructors in charge. 

A, promotion program is preferable to a rotating one. It is not desirable 
to follow rigidly a plan which provides that all students get a definite length 
of time on each of a number of specified subjects in rotation, though such a 
program is well suited to the most able men. 

The work should be organized so that while the most able men will get 
the entire course of instruction, others will omit those subjects for which 
they have no special aptitude, giving full time and attention to those things 
in which they show promise of success. In general this means a course 
arranged not for the average but for the best student and then administered so 
that only those men who show or develop ability on one job will be promoted 
to the next more difficult task. 

To illustrate: In the auto-mechanic squad only those men who have 
thoroughly mastered the details of the axle and wheel work will progress to 
engine work, and then again only those who show a good understanding of 
engine construction will take up further study of gas engine performance. 
Again only those who show special all-around ability in these things will 
proceed further with the study of ignition, timing and the more complicated 
details of operation. 



In a given course all men need not start on the same job and all those 
promoted need not take up the same advanced work. There are several points 
in each course where men may be started. Obviously a man's first job should 
be of sufficient simplicity for him to proceed intelligently. All jobs should be 
reasonably sequential and should present real problems, the working out of 
which will equip the men with first hand knowledge of practical details of 
construction or operation and provide a background for the understanding 
of scientific principles. The important factor in shifting men from one job 
to the next is that the instructor maintain the idea and spirit of promotion as 
to both practical accomplishment and undersanding of fundamental prin- 
ciples. In short the educational program all the way through shall recognize 
native ability and previous experience and train men along the lines they are 
fitted to go and only as far as they can make real progress. At the end of the 
course each man will be rated, not on his average proficiency in all the work, 
but by listing the kinds of work he can do well. 

In order to provide for the development of originality, initiative and real 
thinking power, and also to prevent learning by rule-of-thumb, the 
teaching should be almost entirely through jobs, questions, problems and 
guided discussions. 

These outlines are not intended for the schoolroom but for the shop where 
they can be used for the guidance of the instructors and the men on the job. 
The frequent gathering of the men in small groups before a blackboard in the 
shop where live material is available for demonstration, discussion and con- 
ference is far preferable to the practice of formal lectures to large groups. 

The accomplishment of a job is both the end to be attained and the means 
for instruction. 

These ideals may not be new but are stated here as representing the com- 
posite ideas of all who are associated in the responsibiUty and conduct of this 
work. 

Committee on Education and Special Training 

C. R. DOOLEY, 

Educational Director, 

Vocational Instruction. 



War Department 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



COMMITTEE ADVISORY BOARD 

Brig. Gen. Robert I. Rees James R. Angell 

General Staff Corps Samuel P. Capen 

Col. John H. Wigmore J. W. Dietz, Secretary 

Prov. Marshal General's Dept. Hugh Frayne 

Lt. Col. Grenville Clark Charles R. Mann, Chairman 

Adjutant General's Dept. Raymond H. Pearson 

Major Wm. R. Orton Herman Schneider 

War Plans Division 
Major Ralph Barton Perry 

Executive Secretary 



VOCATIONAL SECTION 

C. R. Dooley, Educational Director 
G. W. Hoke, Assistant Educational Director 



EDITORIAL DIVISION 

W. H. Timbie, Editor-in-Chief 
J. A. Randall, Associate Editor 



F. W. Boland Carpenters and Sheet Metal Workers 

H. D. Burghardt Machinists 

F. A. Clark. . . .Electricians and Mechanics (Negro Section) 

S. L. Conner Surveyors and Topographers 

F. H. Evans Gunsmiths and Pipe Fitters 

W. K. Hatt Concrete Foremen 

C. M. Jansky Telephone Electricians 

R. A. Leavell Auto Mechanics 

W. H. Perry Electricians 

E. M. Ranck Farriers 

W. R. Work Radio Electricians 



PREFACE 

One of the lessons taught by the intensive war training experience was 
that rapid progress in learning can be made when men are trained for definite 
jobs. Hence a better result will be secured from the technical instruction for 
the Reserve Officers' Training Corps if the product needed by the army is 
first defined in terms of the jobs and operations which an officer may have 
to perform in the conduct of his daily routine. 

Such definitions will also assist college teachers in their regular work by 
supplying problems and other material which will enable them to connect 
their instruction with the broad field of application in which the mastery of 
scientific principles is objectively revealed. Instruction based on problems 
and job sheets of graded difficulty seem to offer as effective a means as can 
be found of developing the ability to do things in civilian life as well as in 
the army. 

Accordingly the Advisory Board of the Committee on Education and Spec- 
ial Training asked a number of college teachers to come to Washington and 
begin the work of making a collection of problems and job sheets to define 
the requirements of the army. Map reading, sketching, goniometric measure- 
ments, surveying and topographical drafting are subjects in which every field 
officer must have some degree of skill. Professor S. L. Conner, of Tufts Col- 
lege, who had prepared for the Committee a similar manual for enlisted men, 
was asked to expand his earlier work to adapt it for use in training officers. 
In collecting and arranging the information contained in this publication he 
has had the hearty cooperation of the Liaison Officers and the officers of the 
training section of the various corps, as well as the officials of the Geological 
Survey. 

C. R. MANN, 
Chairman, Advisory Board. 



TABLE OF CONTENTS 

PART I. Duties of Commissioned Personnel 

PART II. Job Sheets 

Map Reading Nos. 1-19 
Surveying 100-137 
Military Sketching 200-214 
Topographic Drawing 300-321 

PART III. Appendix 

Conventional Signs 

Italian Method of Resection 

Typical Transit Notes 

Plan of Camp Custer 

Plan of Camp Dix 

Duties of Enlisted Personnel. 



PART I 
COMMISSIONED PERSONNEL 



WAR DEPARTMENT surveying 

COMMITTEE ON EDUCATION PART I 

AND SPECIAL TRAINING PAGE 9 



PARTI 
COMMISSIONED PERSONNEL 

The conditions under which the United States Army operated in France 
during the past emergency emphasized the need of special scientific training 
in all branches of the service. This was particularly true when it was re- 
quired to move commands from old positions to new positions as indicated 
upon a map. A thorough mastery of map reading and a proven ability to 
properly orient himself was required of commissioned ol=ficers. Dependence 
could not be placed upon the knowledge of local guides when definite ob- 
jectives were to be attained. 

The proper and successful conduct of major and minor operations dur- 
ing this war has been dependent more than ever before upon maps, since all 
movements of troops are predetermined by map examinations, and all ob- 
jective positions are indicated on maps to those officers whose commands are 
assigned to attain these objectives. A thorough training in map reading is the 
basic knowledge for all personnel in the zone of advance, particularly, to the 
commissioned personnel upon whom falls the responsibility of successful 
performance and the proper safeguarding of the individual members of their 
commands. 

In the study of map reading there are four fundamental operations, viz : 
to determine distance, ascertain direction, find differences in elevation and to 
interpret conventional signs. All personnel in the service must know these 
operations in varying degree. The commissioned personnel, however, must 
have the highest degree of training and they must understand maps, their con- 
struction, the system of projection, their interpretation and relative accuracy. 
The problems involved in determining positions on the ground by survey- 
ing methods require a different knowledge than in map reading. All branches 
of the service do not require the same ability in surveying for field work. 
It will vary from that in Coast Artillery where the maximum precision is re- 
quired to that type of work in the Infantry where a relatively low precision 
win suffice. 

The section on surveying covers the work from the most elemental stage 
to that which requires very great accuracy. It includes the elementary tasks 
in surveying, in the use of the level, running lines of elevation and plotting 
profiles from the information taken. The transit work includes such elemen- 
tary problems as the use of the tape, setting up of the transit, the measuring 
of angles in the horizontal and vertical planes, determination of distance by 
stadia, the survey of areas by deflection angles and by compass bearings. 
More advanced problems are given in determining azimuth, the determination 
of elevation by trigonometric leveling, precision surveys and meridian de- 
terminations by star and solar observations and observations on known ter- 



WAR DEPARTMENT R. O. T. C. 

SURVEYING 
COMMITTEE ON EDUCATION PART I 

AND SPECIAL TRAINING PAGE jo 



restrial points. Certain problems are given in making plane table surveys by 
radiation, traversing, intersection and resection. 

In addition to these more accurate methods of surveying, it is of great 
value for the officer to knovi' how to make rough sketches and rough surveys 
as is done ordinarily in the service by use of the slope board. In certain 
branches of the service, it is of great importance to know how to make 
panoramic sketches, to make and use grid boards, and to lay out quadrillage 
on the same. 

While there are times when approximate determination of positions and 
of topographical information is sufficient for certain problems, yet in order to 
operate efficiently and successfully it is of as great importance to have ac- 
curate information delineated upon the maps. Enlisted personnel are often 
called upon to make such drawings and the several duties of these enlisted 
men are given in the Appendix. 

In order that the commissioned personnel may have a guide for the work 
in topographical drawing, the section which includes this work, covers in 
detail the various problems involved which are in ordinary service. Recent 
developments in airplane reconnaissance have shown the value of photo- 
graphic information and these photographs are assembled and the information 
transferred to the maps. Several problems of this nature are included in this 
section. 



WAR DEPARTMENT SURVEYING 

COMMITTEE ON EDUCATION PART I 

AND SPECIAL TRAINING PAGE ii 



DUTIES OF COMMISSIONED PERSONNEL 

AIR SERVICE 

In the Air Service a basic knowledge of map reading is essential for all 
commissioned personnel. All pilots and observers must have a complete 
mastery in the use of maps and must be able to determine their position in 
the air relative to the ground position immediately below. They must be able 
to establish this position with any predetermined map position so that the 
actual deviation from their line of predetermined flight can be calculated. 

The elementary principles of surveying as is involved in the measurement 
and reading of angles is also of great value. When photographs of certain 
areas are taken by the air service section their value is increased in im- 
portance and is essential in predetermining the movements of the enemy 
troops when the photographic prints are assembled into a mosaic. Upon 
careful examination of this mosaic the officer is able to translate the informa- 
tion shown. This work requires that the commissioned personnel of the Air 
Service must know the principles of topography. 

ARTILLERY, COAST 

In the Coast Artillery Service all the field work involving surveying 
principles is under the general supervision of the "Orientation Officer." His 
duties are somewhat similar to those of a resident engineer on civilian pro- 
jects. His work is of an executive character, and he must plan, supervise and 
check the work of locating points, lines, directions, and such leveling work 
as is done. He must have considerable basic knowledge ; he must be able to 
read maps quickly and correctly; he must be acquainted with the various 
quadrillage systems used on maps and be able to solve all problems involving 
computation ; he must be thoroughly acquainted with the use and care of all 
surveying instruments, and the methods of performing surveying work; he 
must understand the principles of drafting and sketching. 

Upon this basic knowledge and its adaption to the performance of the 
allotted task the safety of the command, and the destruction of the enemy de- 
pends. It is apparent that the assistant engineer or orientation officer must 
be a highly skilled officer and be thoroughly proficient in his knowledge of the 
principles and use of maps, the performance of all surveying problems, and an 
ability to delineate upon a map the information secured in the surveying work. 

In the Coast Artillery Service, all the work involving surveying principles 
is under the general supervision of the "Artillery Engineers" for the fixed de- 
fenses, and of the orientation officer for the railway and for the tractor artil- 
lery. The duties of the officer holding either of these positions is somewhat 
similar to those of a resident engineer on civilian projects. 



WAR DEPARTMENT R- o T. c. 

SURVEYING 
COMMITTEE ON EDUCATION PART I 

AND SPECIAL TRAINING PAGE 12 



ARTILLERY, FIELD 

Since the Field Artillery is a mobile force the field work involving survey- 
ing is not at times as of such precise nature as that in the Coast Artillery. 
However, the work of the orienting officer in this branch service is quite 
similar to that in the Coast Artillery. Being a fast moving force of the army, 
there is little use of precise determinations of ground positions during war of 
movement, although there are many actual problems that arise in which a 
thorough basic knowledge of map reading, surveying principles, sketching 
and map drawing is essential. 

He must be thoroughly familiar with the following subjects : Military 
maps and mapping, scales construction and use of traverse, intersection and 
resection ; contouring, visibility, road sketches, position and place sketches ; 
French coordination system, hidden and visibility areas ; computation of dead 
areas, area sketches etc. 

CAVALRY 

The newly commissioned officer of Cavalry should have at least an elemen- 
tary knowledge of the principles of surveying including map reading, ability 
to solve visibility problems, defilade problems (sight), orientation by intersec- 
tions and resections, knowledge of conventional signs, and ability to make 
road, place, outpost and position sketches. His knowledge of topography, 
map reading, angle and distance measuring and elementary sketching should 
be most thorough. 

A cavalry officer's skill in patrolling and in leading and directing combat 
troops is largely influenced by his knowledge of terrain which must become 
so intimate as to be termed "ground sense" and must especially involve dis- 
tance sense, direction sense, and slope and elevation sense. When he reads 
a contoured map he must habitually visualize the form, slopes, etc., of the 
terrain represented. This "ground sense" is best developed by the practice of 
surveying and map making and sketching. 

Though such specialization is not required, a young officer who has 
specialized in surveying and who has had a considerable amount of surveying 
work in the field will be in a position to excel as a cavalry officer because 
he will have a developed sense of distance and direction, and a familiarity 
with forms of terrain. 

Ability to draw quickly and accurately a place, outpost position, or route 
sketch as an addition to a reconnaissance report is one of the most important 
qualifications of a cavalry officer. 

CHEMICAL WARFARE 

The past emergency developed several new arms of the service of which 
the Chemical Warfare is one. The commissioned personnel of this branch of 
service must have a basic knowledge of map reading and interpretation such 



WAR DEPARTMENT surveying 



COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



PART I 
PAGE 13 



as is necessary to supply meteorological data to development of gas attacks. 
They must also be able to assemble information from photographs and 
sketches and have some knowledge of the general principles of surveying and 
topographical drawing. 

ENGINEERS 

The commissioned personnel of the Engineer Corps must be thoroughly 
trained in all branches of work that pertain to securing field information for 
the map, and the correct delineation of the same information upon the map. 
The work of these officers is not confined wholly to reconnaissance and sur- 
veying for they must be able to construct and erect engineering projects 
of all kinds. 

In an engineer reconnaissance the officers so detailed are engaged in 
securing topographic information for the prosecution of engineering work. 
The information required is that necessary for the correct location of engineer- 
ing works; the extent of time necessary in construction; the nature of 
obstacles to be encountered ; quantity of materials required for completion of 
work with estimate of amount immediately available at the proposed site. 

The reconnaissance for the operation of all arms of the service and the 
recording of information are most important duties of the engineer officers. 
For upon the accuracy of this information will depend the proper accomplish- 
ment of the task assigned to the other arms of the service. 

The information secured in such a reconnaissance will show the grades, 
width and nature of roadbed of all highways; the safe load, span and type 
of bridges to be encountered; width, depth, velocity of current, nature of 
bottom and banks of all streams that are to be crossed in any advance ; the 
gauge, condition of roadbed, the clearance power and water power plants ; the 
amount of available supply of water and the quality and character of that 
supply. 

During the past emergency when an advance was ordered, the surveying 
regiments from the engineer corps followed behind the advancing troops and 
recorded and located all changes in terrain previously occupied by the enemy. 
It was also necessary to show location of all enemy works; enemy strong 
points; damage to towns, etc. All this information was transferred to the 
battle maps for use in future emergencies. 

INFANTRY 

The newly commissioned officer of Infantry should have at least an 
elementary knowledge of the principles of surveying including map reading, 
ability to solve visibility problems, defilade problems (sight), orientation by 
intersections and resections, knowledge of conventional signs, and ability to 
make road, place, outpost and position sketches. His knowledge of topog- 
raphy, map reading, angle and distance measuring and elementary sketch- 
ing should be thorough. 



WAR DEPARTMENT R. O. T. c 

SURVEYING 
COMMITTEE ON EDUCATION PART I 

AND SPECIAL TRAINING PAGE 14 



An infantry officer's tactical skill in leading and directing combat troops 
is largely influenced by his knowledge of terrain which must become so 
intimate as to be termed "ground sense" and must especially involve distance 
sense, direction sense, and slope and elevation sense. When he reads a con- 
toured map he must habitually visualize the form, slopes, etc. of the terrain 
represented. This "ground sense" is best developed by field practice in sur- 
veying and map making. 

While specialization is not required for a reserve commission a young 
officer who has specialized in surveying and who has had a considerable 
amount of surveying work in the field will be in a position to excel as an in- 
fantry officer because he will have a developed sense of distance and direction, 
and a familiarity with forms of terrain. 

Infantry officers are frequently called upon during field service to plan 
and execute pioneer engineering work such as the organization of defensive 
systems, the construction and repair of roads, bridges, etc., and efficiency in 
performing this work is greatly increased by a thorough knowledge of the 
principles of surveying and orientation. 
MOTOR TRANSPORT 

Certain commissioned personnel of this corps must be able to read and 
interpret maps and to make use of road sketches supplied by their enlisted 
personnel. They should understand the general principles of surveying and 
topographical drawing, in so far as they may be learned from map reading 
and from sketching. 
SIGNAL CORPS 

A reserve officer of the Signal Corps must understand the use of maps as 
applied to the operations of infantry, cavalry and field artillery in both posi- 
tion warfare and in war of movement. He must be able to make sketches 
and diagrams of all means of intercommunication between all arms engaged 
in the operations. He must be able to transfer the data of such sketches 
to maps of any scale. 

In the routine work of the corps it is necessary for officers to make careful 
goniometric measurements using standard radio equipment and to transfer 
their data to maps for its full interpretation. The location of enemy wireless 
stations is a typical use to which such knowledge may be applied. Practice 
in making angular measurements with field surveying instruments and the 
transfer of such data to maps is desirable training for a signal corps reserve 
officer. 
TANK CORPS 

The commissioned personnel of this corps must have in addition to a basic 
knowledge in map reading and interpretation, such a knowledge of the 
principles of surveying and topographical drawing as is necessary to map 
reading. The "tactical" officer of this corps has immediate supervision and 
direction of all such work. 



PART II 
JOB SHEETS 



WAR DEPARTMENT R. O. T c. 

SURVEYING 
COMMITTEE ON EDUCATION PART II 

AND SPECIAL TRAINING PAGE 3 



LIST OF JOB SHEETS 
MAP READING 

Job No. 1. Read a Topographic Map. 

Job No. 2. Read French Battle Map. 

Job No. 3. Read Battle Map of Chemin des Dames Sector. 

Job No. 4. Make a scale for Reading Distances on a Map. 

Job No. 5. Read Contours on Maps. 

Job No. 6. Interpolate and Sketch Contour Lines in the Diagrams on this 
Job Sheet. 

Job No. 7. Make a Map Distance Scale for Reading Slope of Ground from 
Maps. 

Job No. 8. Measure Distances on the Topographic Map. 

Job No. 9. Measure Distances in French Units on Battle Map. 

Job No. 10. Compare English and Metric Systems of Linear Measurements. 

Job No. 11. Solve Visibility Problems on This Job Sheet. 

Job No. 12. Construct a Degree Protractor; A Mil Protractor. 

Job No. 13. Plot Angles with Protractor in Degree Measure. Plot Angles 

with Protractor in Mil Measure. 
Job No. 14. Plot Angles by the Tangent Method. 
Job No. 15. Plot Angles by the Chord Method. 
Job No. 16. Plot Angles by Rectangular Coordinates. 
Job No. 17. Find the Magnetic Direction and the Magnetic Variation to all 

Points required in the Problems on This Job Sheet by the 

Methods Indicated. 

Job No. 18. Interpret Coordinate System on Battle Map. 
Job No. 19. Sketch Conventional Signs. 

SURVEYING 

CHAINING 

Job No. 100. Run Lines of Definite Direction with Steel Tape. 

USE OF TAPE 

Job No. 101. Make a Survey with a Hundred-foot Steel Tape. 

LEVELING 

Job No. 102. Set up Level and Perform Assignments. 



WAR DEPARTMENT ^«„"-„ T. C. 

SURVE, YING 
COMMITTEE ON EDUCATION PART - jj 

AND SPECIAL TRAINING PAGE ■ 



Job No. 103. Find Elevations of Several Bench Marks. 

Job No. 104. Find Elevation of the Ground at Points Indicated. 

Job No. 105. Set Grade Stakes. Stake out Vertical Curve. 

Job No. 106. Adjust the Level. 

TRANSIT 

Job No. 107. Set Up Transit and Prolong a Straight Line. Balance Instru- 
ment in on This Line. 
Job No. 108. Read Vernier on a Transit. 
Job No. 109. Measure and Record Vertical Angles Taken. 
Job No. 110. Measure and Record the Horizontal Angles to Several Stakes. 
Job No. 111. Adjust the Transit. 
Job No. 112. Produce Two Lines to a Physical Intersection and Measure 

the Intersection Angle. 
Job No. 113. Measure Distances and Angles in Quadrilateral in Job No. 

112. Check value of Intersection Angle of Job No. 112. 
Job No. 114. Determine the Height of an Inaccessible Object using Transit 

and Tape. 
Job No. 115. Determine Height of an Inaccessible Object Using Transit and 

Tape. 
Job No. 116. Produce a Line Through an Obstruction as Shown in Figure 16. 
Job No. 117. Produce a Line of Sight Through an Obstruction as Shown in 

Figure 17. 
Job No. 118. Determine the Distance Between Two Inaccessible Points 

Preferably on the Opposite Bank of a Fairly Wide Stream. 
Job No. 119. Using Transit Read the Compass Bearing of the Lines AB, BC, 

CD, DA. 
Job No. 120. Make Survey With a Transit Using the Deflection Angle 

Method, of a Small Area Designated by the Instructor. 
Job No. 121. Make a Survey by the Azimuth Method of an Area Designated 

by the Instructor. 
Job No. 122. Determine Distance by Stadia and Stadia Rod to Points Des- 
ignated by Instructor. 
Job No. 123. Determine Elevation by Trigonometic Leveling of Three 

Points, A, B, C, Designated by the Instructor. 
Job No. 124. Make Survey of an Area as Designated by the Instructor by 

Use of the Stadia. Locate Objects by Stadia. 
Job No. 125. Stake Out a Circular Curve. 



WAR DEPARTMENT surveying 



COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



PART II 
PAGE 5 



Job No. 126. Make Precision Survey of Quadrilateral as Designated by In- 
structor. 

Job No. 127. Survey and Make a Drawing of the College Campus. 

Job No. 128. Stake Out Proposed Camp Site, on College Campus (See Job 
321). 

Job No. 129. Determine True North by Observation on Polaris at Elonga- 
tion. 

Job No. 130. Determine Position of True North by Observing a Star at Equal 
Altitudes. 

Job No. 131. Determine Meridian by Observation on Polaris at any time. 

Job No. 132. Determine Meridian by Observation on the Sun. 

Job No. 133. Determine True Meridian by Observation on Known Ter- 
restrial Points. 

PLANE TABLE 

Job No. 134. Make Plane Table Survey by Radiation of an Area Selected 

by the Instructor. 
Job No. 135. Make Plane Table Survey by Traversing of an Area Selected 

by the Instructor. 
Job No. 136. Make Plane Table Survey by Method of Intersection. Points 

to be Designated by Instructor. 
Job No. 137. Make a Plane Table Survey as Designated by the Instructor 

by the Method of Resection. 

MILITARY SKETCHING 
Job No. 200. Determine the Length of Pace. 
Job No. 201. Construct Pace Scale. 
Job No. 202. Make an Elevation Scale. 
Job No. 203. Make a Slope Board. 
Job No. 204. Measure Slope Angles and Determine Elevations with the 

Slope Board. Measure Horizontal Angles. 
Job No. 205. Determine Lines of Reference by the Methods of This Job 

Sheet. 
Job No. 206. Make a Flat Sketch of an Area. 
Job No. 207. Make a Road Sketch. 

Job No. 208. Make a Position Sketch of an Area Designated by Instructor. 
Job No. 209. Make a Place Sketch of an Area from a Position Designed by 

the Instructor. 
Job No. 210. Make a Panoramic Sketch by the Approximate Method. 



WAR DEPARTMENT R. O. T. C. 

SURVEYING 
COMMITTEE ON EDUCATION PART II 

AND SPECIAL TRAINING PAGE 6 



Job No. 211. Make a Complete Panoramic Sketch by Accurate Method. 

Job No. 212. Make a "Grid Board." 

Job No. 213. Lay Out Quadrillage on Grid Board and Check Work. 

Job No. 214. Use the Grid Board for Field Observation. 

TOPOGRAPHIC DRAWING 

Job No. 300. Draw a Number of Lines of Varying Thickness With a Ruling 
Pen, a Railroad Pen, and Pen Compasses. 

Job No. 301. Draw Lines Using Triangles, Scales and Drawing Paper. 

Job No. 302. Draw Lines with Contour Pen. 

Job No. 303. Enlarge Figure on This Job Sheet Three Times its Present 
Size Using the Proportional Dividers and the Pantograph. 

Job No. 304. Reproduce the Title on This Sheet Above This Line Using, 
However, the Style of Lettering With Which You Can Do 
Your Best Work. 

Job No. 305. On Separate Sheet of Paper Reproduce the Alphabet in 
Vertical Gothic Letters as Given Below. 

Job No. 306. On Separate Sheet of Paper Reproduce the Alphabet in Inclined 
Gothic Letters as Given Below. 

Job No. 307. On Separate Sheet of Paper Reproduce the Alphabet in Vertical 
Roman Letters. 

Job No. 308. On Separate Sheet of Paper Reproduce the Alphabet in In- 
clined Roman Letters. 

Job No. 309. In Two-Inch Squares Reproduce First in Pencil and Then In 
Ink and at Four Times Their Original Size in the Part III 
of This Manual, the Conventional Signs for the Artificial 
Features Named on This Job Sheet. 

Job No. 310. In Two-Inch Squares Reproduce First in Pencil and Then in 
Ink and at Four Times Their Original Size in the Part III of 
This Manual, the Conventional Signs for the Natural Feat- 
ures Named on This Job Sheet. 

Job No. 311. In Pencil and Then in Ink Reproduce the Military Conven- 
tional Signs at Twice the Original Size as Shown in Part III 
of This Manual. 

Job No. 312. Plot the Traverse Below Using a Protractor Only. 

Job No. 313. Plot the Traverse Below Using the Tangent Method. 

Job No. 314. Plot the Traverse Below by the Chord Method. * 

Job No. 315. Plot the Following Traverse by Latitudes and Departures. 



WAR DEPARTMENT R O T C 

SURVEYING 
COMMITTEE ON EDUCATION PART II 

AND SPECIAL TRAINING PAGE 7 



Job No. 316. Plot the Traverse Below by Rectangular Coordinates. As- 
semble the Traverse in Jobs Nos. 312-315 inclusive and Check 
by Using This Figure as the Enclosing Survey. 

Job No. 317. Plot in Pencil the Stadia Survey Notes Belov^r. Show All 
Ground Forms and Detail. 

Job No. 318. Enlarge Section of Topographic Map. Original Scale 1/31680. 

Job No. 319. Assemble the Airplane Photos in This Job Sheet Into a Photo- 
graphic Mosaic. 

Job No. 320. Transfer New Information Shown in Photo Mosaic to En- 
larged Map. 

Job No. 321. Lay Out Proposed Camp Site on Drawing of College Campus 
as in Job 128. 



WAR DEPARTMENT ^ ° ^ C. 

vYfii^ ij SURVEYING 

COMMITTEE ON EDUCATION JOB NO. i 

AND SPECIAL TRAINING PAGE i 



MAP READING 

Job No. 1 

Read Topographic Map 

Showhegan Quadrangle (Maine) is recommended where topographic 
map of vicinity is not available. Copies may be purchased from Director 
Geological Survey, Washington, D. C. 

Equipment. — Pencil, scratch pad, notebook, topographic map. 

1. Find the longest stream that has its scource within the limits of the 

map. 

2. In what general direction does this stream flow? 

3. Would one walk up or down hill in traveling toward the source of this 

stream? 

4. When traveling toward the source of this stream, how many entering 

streams are passed? 

5. In what general direction do these entering streams flow? 

6. How does the ground slope from the banks of this main stream? From 

the branches? 

7. Are the boundaries of this drainage system located on high land? Why? 

8. What are ridge lines? Why is it of importance to locate these lines? 

9. What are the master lines controlling this drainage area? 

10. What is the approximate outline of the drainage area of this stream? 

11. What is the area in square inches of this outline on the map? 

12. Where is the most direct road between and ? 

13. What is the general direction of this road? 

14. Is this road a natural feature on the earth's surface? Mention 3 natural 

features shown on the map. 

15. Where is the highest elevation along this road? 

16. Where is the largest valley on the map? 

17. Is this valley an artificial feature on the earth's surface? Mention 3 

artificial features shown on the map. 

18. Where is the largest hill on the map? 

19. What is the elevation of the top of this hill? 

20. Why are the elevations of all the high hills shown on the map? 

21. Where is the largest pond on the map? What is its approximate area? 

22. What is the nature of the land in the immediate vicinity of this pond? 



WAR DEPARTMENT R O. T. C. 

SURVEYING 
COMMITTEE ON EDUCATION jQg ^^ ^ 



AND SPECIAL TRAINING 



PAGE 



23. Do objects on the map have the same relative position as on the 

ground? Explain. 

24. Is this topographic map a complete representation of this section of the 

country? Explain. 

25. Which is more valuable for ordinary purposes, a sketch of a portion of 

this section or the topographic map? 

26. Why is a sketch of considerable value in military operations? 

27. Why should a soldier know how to read a map? 

28. Why is a map of importance in military operations? 

29. Why is it important in military operations to know where level land is 

located? 

30. Why is it important in military operations to know where hills are 

located? 

31. Why is it of value to know the character and condition of roads? 

32. How does a map show this information? 

33. Why is it possible to tell what grades will be encountered in movement 

of troops, by reading a map? 

34. How can the speed that can be made by the soldiers along these roads 

be determined by an inspection of the map? 

35. How does a map show the best battery positions controlling a road by 

artillery fire? 

36. How does a map show location of bridges over streams? 

37. How can a military officer usually ascertain good location for camp 

sites by inspecting a map? 

38. How is it possible, by reading the map, to learn where troops can find a 

good water supply? 

39. How does a map generally show where troops can secure fuel? 

40. How does a map indicate where civilian labor may be secured? 

41. How does a map show the best defensive positions for troops if threat- 

ened with an enemy attack? 

43. In what way does the map show the natural points for this attack? 

44. How can the officer determine from the map where natural cover is 

available ? 

45. How does the map usually show where materials of construction can be 

secured? 

46. How can an officer ascertain where food supplies can be secured by con- 

sulting the map? 



WAR DEPARTMENT surveying 

COMMITTEE ON EDUCATION JOB No. i 

AND SPECIAL TRAINING PAGE 3 



47. How can he tell whether the lines of communication can be maintained 

if forced to attack the enemy? 

48. How is all this information secured before it is placed on the map? 

49. What branches of the Army have the responsibility of securing this 

information? 

50. What officers have immediate supervision of this work? 

51. What enlisted personnel have, as a part of their duty, the field work fn 

securing this information? 



WAR DEPARTMENT r. o. T. c. 

COMMITTEE ON EDUCATION ^VoB^^^"^ 

AND SPECIAL TRAINING PAGE*' 



MAP READING 

Job No. 2 

Read French Battle Map (Camp de Lassigny) 

Copies may be secured from Director Geological Survey 

Equipment. — Notebook, scratch pad, battle map, Part III of this manual. 

1. Beginning at the right-hand side of battle map, where the red number 

46 is shown, follow the road to the town of Amy. Proceed along 
this road to Fresnieres. How many entering roads are passed? 

2. How many of these roads are main roads? 

3. How many are secondary roads? 

4. Which road should be taken to reach the town of Crapeaumesuil? 

5. Arriving at Crapeaumesuil there are five blue lines representing com- 

munication trenches. Follow the shortest one to front line trenches. 

6. Proceed along first line trenches to Fresnieres. 

7. What do the irregular red lines nearest the blue front line trenches 

represent? 

8. Why are these lines made so heavy in places? 

9. Can you find a listening post? Where is it? 

10. Find a battery within the German lines. 

11. How many batteries can be located within the German lines? 

12. What do the slanting blue lines in front of trenches represent? 

13. From Fresnieres return to Bois Tirpitz. What is located there? 

14. From La Berliere follow the road to Conchy-les Pots. How many roads 

are crossed? 

15. Along this road a solid black line is crossed. What is this? 

16. Is this crossing on level ground? How is this determined? 

17. Follow along solid black line to Les Loges. 

18. Examine the country along this line and ascertain the "lay of the land." 

19. Locate a stream on the battle map. 

20. Where is its source? Is it in high land or low land? 

21. Find a valley and follow along it. 

22. Locate Battery Lessing. Does it control any low ground? 

23. Where are fortifications in Bois Communal de Crapeaumesuil? 



WAR DEPARTMENT R. O. T. C. 

SURVEYING 
COMMITTEE ON EDUCATION jOB No. 2 

AND SPECIAL TRAINING PAGE 2 



24. Is Fme. de Canny heavily fortified? How is this shown? 

25. Examine fortifications around Bois des Loges. Trace out communicat- 

ing trenches, find batteries, if any. 

26. What is the principal line of communication to Roye s Matz? 

27. Is the railroad of value in supplying the enemy at Bois les Loges? Why? 

28. Find communication trench from Bois les Loges to Fme. de Canny. 

29. What do the brown lines on the battle map represent? 

30. Why is it possible to tell the height of a hill by inspecting these brown 

lines? 

31. Are there any such lines on the map which are straight? What would a 

straight line mean? 

32. What are the straight red lines crossing at right angles on the battle map? 

33. Why is the battle map divided into squares? 

34. What is the military value to have a map thus divided? 

35. Could the topographic map be used for military purposes? Why? 

36. Is enough information shown on the topographic map for military pur- 

poses? 

37. What is the chief diff'erence between the battle map and the topographic 

map? 

38. What is the nature of the country at Boulogne-la-Grasse? 

39. Are there any fortifications near Boulogne-la-Grasse? How are they 

shown? 



WAR DEPARTMENT surveying 

COMMITTEE ON EDUCATION JOB No. 3 

AND SPECIAL TRAINING PAGE i 



MAP READING 

Job No. 3 

Read Battle Map of the Chemin des Dames Sector 
(This map is printed in "Orientation" published by Coast Artillery Corps) 

Equipment.— Notebook, scratch pad, battle map, rule divided into inches 
and tenths of inches. Part III of this manual. 

1. Where is the town of Monampteuil? Pargny Filain? 

2. What is the distance in inches and tenths by the most direct route from 

the junction of the roads at Monampteuil to the junction of roads at 
Pargny Filain? 

3. Are these two towns within the French or German lines? 

4. Is the road running northwest from Ostel, higher or lower than the sur- 

rounding country? 

5. What kind of military works are located in front of Filain? 

6. What is the total length in feet of the French front line trenches? 

7. Where are the barbed wire entanglements along the German front lines? 

8. How many lines of German trenches between their front line and 

Pargny Filain? 

9. Where is the Chemin des Dames? What is its length in feet as shown 

on this map? 

10. Where is the light railway supplying the German front line near la 

Royere? Where is its base of supplies? 

11. Where is the Bassin d Alimentation? What is located there? 

12. How many permanent bridge crossings over the Aisne? How many 

erected by the Germans are shown? 

13. Where is the depot at Pont Oger? What military works are furnished 

supplies by the light railway operating from this depot? 

14. What is the number of batteries located within the German lines? 

15. The map is laid out in blocks of 1000 meters square. What is the dis- 

tance in kilometers from Rouge Maison Fme to the French front lines? 
W. Is the territory occupied by the French higher or lower than that occupied 

by the Germans? 
17. The left border line of the map is on the true North and South line. 

Why are all other lines not parallel? 



WAR DEPARTMENT 



R. O. T. C. 
SURVEYING 

COMMITTEE ON EDUCATION JOB No. 4 

AND SPECIAL TRAINING PAGE 1 



MAP READING 

Job No. 4 

Make a Scale for Reading Distances on a Map 

Equipment.— Drawing paper, 4-H pencil, 45 degree triangle, 60 degree 
triangle, rule where inches are divided into tenths, one piece smooth white 
cardboard 1 inch wide, 12 inches long, on which to place the constructed scale. 

1. Could a map be made full size? Could every house be shown? Every 

tree? Every curbstone? Every brick? Every pebble? 

2. Is it of importance to show this minute detail? 

3. Why does the scale of a map make any difference as to detail? 

4. How much more detail can be shown on a map drawn to a large scale 

than one drawn on a small scale? 

5. Heavy artillery is interested in principal features of large areas, while 

the infantry is interested in a small area in position warfare. Which 
branch of the service would use a large scale map? 

DRAW A STRAIGHT LINE 6 INCHES LONG. 

6. How can this length be made to represent 600 feet of actual field distance? 

7. If the scale in the above question is used, what will each half-inch of 

this line represent? 

8. How can six inches be made to represent 1,800 feet of field distance? 

9. What distance on the ground does one-half inch on the scale now repre- 

sent? Each tenth of an inch? 

DRAW A LINE AT AN ANGLE OF ABOUT 30 DEGREES TO ONE END 
OF THE LINE 6 INCHES LONG. 

10. Adopting any unit of measurement divide this line into 12 parts. 

11. What is the best way to space this line so that the divisions are equal? 

12. Have these subdivisions been made as accurately as would be necessary 

for scaling on a military map? 

13. By joining the extremities of both lines and drawing lines parallel to 

this line and through each of the equal subdivisions on the line, will 
the points where these parallels cut the original line in Question 6 
divide it into equal parts? Why? 

14. Can you divide the original line more accurately into equal parts by any 

other method than that in Qliestion 13? How? 

15. Construct a scale by the method given in Question 13. 



WAR DEPARTMENT R O. T, C. 

SURVEYING 
COMMITTEE ON EDUCATION jqb No. 4 

AND SPECIAL TRAINING PAGE 2 



16. How is a scale 6-inches long constructed where the ratio is 1 inch equals 

50 feet? 

17. Construct a scale where the ratio is 6 inches equals one mile. 

CONSTRUCT VERY CAREFULLY A SCALE TO BE USED ON THE 
TOPOGRAPHIC MAP. TRANSFER THIS SCALE ALONG ONE EDGE 
OF THE WHITE CARDBOARD FOR FUTURE USE. LETTER AND 
NUMBER THIS SCALE VERY NEATLY. 

18. The ratio on the French battle maps is one unit on the map equals 20,000 

units on the ground. Construct a scale for use on this map. 

19. Orders to advance behind a barrage fire at the rate of 50 yards per 

minute have been given. The objective, as scaled from the map, is 
1,000 yards away. How would you construct a time scale to read 
time in minutes and half-minutes so that the position of advancing 
troops could be predetermined by map examination? 

20. How is a time scale constructed for use on the topographic map for a 

speed schedule of 4 miles per hour? 

21. How long will it take a body of troops, traveling a direct route at a rate 

of 6 miles per hours, to mave from the school to the town of ? 

22. How is a time scale constructed for a speed schedule of 4 miles per hour 

for use on battle map? 

23. How long will it take troops to march from Boulogne-la-Grasse to 

Roye s Matz by the most direct route at the rate of 4 kilometers per 
hour? 



WAR DEPARTMENT 



R. O. T. C. 
SURVEYING 

COMMITTEE ON EDUCATION JOB No. 5 

AND SPECIAL TRAINING PAGE i 



MAP READING 

Job No. 5 

Read Contours on Maps 

Equipment. — Pencils, engineer's scale, dividers, metric scale, battle map, 
topographic map of vicinity. 

1. Does the topographic map and the battle map show relative elevations of 

different points? 

2. What are ground contours? 

3. What are map contours? 

4. How are contours usually shown on the map? 

5. Are all points on a certain contour the same elevation? Why? 

6. Are all contour lines spaced at equal distance apart horizontally on the 

maps? 

7. Are the contours spaced an equal distance apart vertically? Why? 

8. What is meant by V. I.? 

9. If one should walk along a contour does he go up or down hill? 

10. Is the shore line of a quiet pond a contour line? 

11. If one should follow the contour Hne of a quiet pond in the direction of 

the hands of a watch, what direction would he turn at every entering 
valley? 

12. What happens when he reaches the head waters? 

13. How would one proceed to get around the point of a hill or spur in 

order that he may enter the next valley? 

14. Why do valley contours apparently seem to go in pairs on each side 

of the valley? 

15. Do valley contours form a V opening out in the direction of the water 

flow? 

16. How does the point of the V point? Why? 

17. Do spur contours appear in the form of a U? 

18. How does the U open out? 

19. What part of the U's and V's are essential control points? 

20. Will the contours marking the line of a shore or pond indicate the shape 

of the hills surrounding them? What is the general shape of those 
close to pond? 

21. What is a Datum line? 

22. What is the mean Datum line to which contour elevations are usually 

referred? 



WAR DEPARTMENT 



R. O. T. C. 
SURVEYING 

COMMITTEE ON EDUCATION JOB No. 5 

AND SPECIAL TRAINING PAGE 3 



23. What is meant by contour interval? 

24. What is the contour interval on the topographic map? 

25. What is the contour interval on the battle map? 

26. Is the contour interval the same on all maps? Why? 

27. Would it be greater on a large scale map or small scale? Why? 

28. Belgium is a very flat country. Would the contour interval be a small 

distance? Why? 

29. France is a much more hilly country than Belgium. Would the same 

contour interval be used? Why? 

30. If you found the contour lines equally spaced what would this indicate? 

31. What would be indicated if the spacing of the contours was very close? 

32. Do the contours indicate the slope of the ground? 

CONSULT TOPOGRAPHIC MAP. 

33. If you leave the school by the road leaving the town of , 

would you go up hill or down hill? 

34. What is the greatest rise on the route? Where? 

35. Are there any hills on the topographic map? How much higher are they 

than your location? 

36. Can you find a stream which rises in the area on the topographic map? 

Where? 

37. What is the total fall of the water from the source to junction with 

another stream? 

38. What is the highest elevation shown on the topographic map? The 

lowest? 

CONSULT CAMP DE LASSIGNY MAP. 

39. What is the highest elevation of the hill at Boulogne-la-Grasse? 

40. What is the elevation of the road in the main part of the town of Amy? 

41. Find the Matz River. Where does it rise? 

42. What is the elevation of the stream at the head waters? 

43. What is the elevation at La Berliere? 

44. What is the total difference in elevation between its source and the 

point at which it leaves the map? 

45. Are the German trenches located on a hillside? 

46. Are the German trenches higher than the French? 

47. Is there any cut or fill along the railroad as shown on battle map? 

Where is it? 

48. Is the ground at railroad crossing on the road leading from Roye s Matz 

to Conchy-les-Pots above or below the railroad level? 

49. What is the highest elevation shown on the battle map? The lowest? 



WAR DEPARTMENT 



COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



R. O. T. C. 

SURVEYING 

JOB No. 6 

PAGE I 



MAP READING 

Job No. 6 

Interpolate and Sketch Contour Lines in the Diagrams on This Job Sheet 

Equipment. — Pencils, engineer's scale. 

1. What is meant by critical points in contouring a section of country? 

2. What is meant by contour interpolation? 

3. If the ground slopes uniformly between a ridge line and a lake shore how 

would the contours be spaced? 

4. Could this be determined by proportion? By similar triangles? 

5. Is it necessary to accurately calculate the position of contour lines? 



1 


\ 


^$67 


qso 


790 / 




/ 


X 


■^ 




/ 




/ 








/ 




1 




"N 




/ 




1 

t 
1 


* 






.---^N 


\ 




STJ 




^"^v/* 


K 


\ 


672' 


\d70 

\ 
I 
\ 






830 


\ 

v. 
\ 
\ 
\ 

\ 
\ 




\ 

V 


\ 


1 
I 

i 


¥ 


\ 

\ 
\ 

h 


""^^^^^mmmm 


^■^^"^"""^^ / 


\ 


1 


860 


1 1 


6S0 


1 




» 
j 




/ 




1 

1 

1 


\ 
\ 
" 670 ] 


'-aso 


1 
1 


/ 
/ 
/ 




1 

1 
1 
1 




K8Q0 


/ 
/ 

/ 

/ 




« 


1 
1 






/ 




5«5 


A 






/ 

/ 






/ ^ 


^892 




/ 
/ 


< 
885 



Fig. 1 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



R. O. T. C. 

SURVEYING 

JOB No. 6 

PAGE 2 



6. Can contour lines be located graphically? 

7. Could contour lines be spaced by the method used in Question 13, Job 

Sheet No. 4? 

8. How are contour hnes spaced by measuring? By estimating? 

9. What are the critical points on Figure 1 ? Locate them. 

10. Interpolate positions of contour lines on vertical interval of. 10 feet. 



^50 




*a6o 



780 



WAR DEPARTMENT 



COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



SURVEYING 

JOB No. 6 

PAGE 3 



11. Neatly sketch in contour lines. 

12. Should interpolation in Figure I be made along main stream lines first 

or on secondary streams? 

13. Why should interpolation along ridge lines be as the ridges point? 

14. Does every contour close on itself within the boundaries of the map? 

15. What does such a contour hne that does not close indicate? 

16. Do any of the contours spHt that you have sketched in Figure I? Should 

they? Make correction if necessary. 

17. What direction should contour lines take with reference to the steepest 

slope? Do they do so on your sketch? 

18. Are contours farther apart at the bottom of a hill than at the top? Is 

this so in your sketch? 

19. Should contours be closer together near the courses of streams? Is this 

so in your sketch? 

20. Are the contour Hnes on your sketch badly shaped? Did you begin your 

interpolations correctly? Correct your sketch. 

21. Should you interpolate along the drainage lines first? Why? Have you 

done so? 




■ Fig. 3. 



WAR DEPARTMENT R O. T. C. 

SURVEYING 
COMMITTEE ON EDUCATION jOB No. 6 

AND SPECIAL TRAINING PAGE 4 



22. If you have difficulty in tracing a contour and could imagine yourself 

as walking along this contour line with the lowland on your right 
hand, when would this contour cross the stream? 

23. Interpolate and sketch in 20-foot contour lines on Figure 2. 

24. Figure 3. — This is a section of a French battle map where the R. F. is 

1/20,000. Locate the ridge lines and interpolate contours on vertical 
interval of 5 meters. 



WAR DEPARTMENT SURVEYINQ 

COMMITTEE ON EDUCATION , JOB No. 7 

AND SPECIAL TRAINING PAGE I 



MAP READING 

Job No. 7 

Make a Map Distance Scale for Reading Slope of Ground from Maps. 
Do Slope Problems In This Job Sheet. 

Equipment. — Pencils, engineer's scale, strip of cardboard on which to 
place finished scale, drawing paper, triangles, battle map. 

1. On the battle map find the most direct road from Roye s Matz to 

Conchy-les-Pots. 

2. Will the grade or slope of this road seriously affect the marching of 

troops? How? 

3. Will a very steep slope affect the movement of troops? The movement 

of artillery? How? 

4. How does the character of slope in front of battery affect the angle of 

firing? 

5. How does the slope of a certain section protect the battery from enemy 

observation and enemy fire? 

6. How is the slope of a hill expressed as so many degrees of slope? 

7. How is the slope of a hill expressed as of a certain gradient? 

8. How is the slope of a hill expressed as so much percentage of rise? 

9. What is the horizontal distance that will give a rise of one foot on a one- 

degree slope? 

10. What is the gradient of a road that rises 100 feet in a distance of 1,000 

feet? 

11. What is the per cent grade where the ground rises one and one-quarter 

meters in every one hundred meters? 

12. Why is the map distance, or M. D., between two adjacent contours a 

horizontal distance? 

13. Is the ground distance between contours a horizontal ditsance? Ground 

distance is represented as H. E. 

14. Map distance is equal to H. E. times the scale of the map expressed in 

the ratio of 1 unit on the map to its equivalent distance in the same 
units on the ground. 

15. How does the scale of a map affect the M. D. between successive con- 

tours ? 



WAR DEPARTMENT R. O. T. C. 

SURVEYING 
COMMITTEE ON EDUCATION .Qg ^^ ^ 

AND SPECIAL TRAINING PAGE 2 



16. Why does the vertical interval affect the M. D.? 

17. If a slope of one degree will give a rise of one foot in a horizontal dis- 

tance, of 57.3 feet, what is the slope if the rise in a horizontal distance 
of 114.6 feet is 4 feet? 

18. What will be the degree of slope as shown on a map, the scale of which 

is one inch equals 100 feet when the vertical interval between con- 
tours is 5 feet, if the distance scale between the contours is 172 feet? 

19. What will be a map distance between successive contours, with a vertical 

interval of 5 feet, on a map, scale of which is one inch equals 21,120 
inches on the ground? 

CONSTRUCT A MAP DISTANCE SCALE FOR USE ON TOPOGRAPHIC 

MAP. 

CONSTRUCT A MAP DISTANCE SCALE FOR USE ON BATTLE MAP. 



WAR DEPARTMENT surveying 

COMMITTEE ON EDUCATION JOB No. 8 

AND SPECIAL TRAINING PAGE : 



MAP READING 

Job No. 8 

Measure Distances on the Topographic Map 

Equipment. — Notebook, scratch pad, pencils, ordinary ruler, engineer's 
scale, topographic map. 

1. How many inches in one foot? Feet per yard? Yards per mile? Feet 

per mile? 

2. What is meant by "written scale" when applied to map reading? 

3. Is there a written scale on the topographic map? What is it? 

4. What is meant by "graphical scale" when appHed to a map? 

5. Is there a graphical scale on the topographic map? Where is it? Trans- 

fer it to scratch paper. 

6. If you divide the map distance by the ground distance what is the scale 

ratio? 

7. What does R. F. mean? 

8. Is there an R. F. on the topographic map? What is it? What does it 

mean? 

9. Represent graphically the statement three inches equals one mile. 

10. How many inches to the mile in R. F. on topographic map? 

11. With ordinary ruler measure the straight line distance on the topographic 

map in inches and parts of inches from the school to the town of 

What is the actual distance in feet? In miles? 

12. Using the straight edge of a strip of paper and a pencil measure the 

distance from school to the town of . What is the distance 

in miles? 

13. With engineer's scale the distance between two points is measured as 

5.42 inches and the scale on the map is written as two inches equal 
one mile. What is the distance in feet? In miles? 

14. The distance between two points on a topographic map is found by 

measuring with an ordinary ruler to be 1 5/16 inches. The advance is 
timed at the rate of 50 yards per minute. How many minutes must 
elapse before the objective is reached? 

15. Examine topographic survey map. How many kilometers per mile in 

this scale? 



WAR DEPARTMENT R. O. T c 

SUBVEYIN'- 
COMMITTEE ON EDUCATION ,Qg j^^, g 

AND SPECIAL TRAINING PAGE 3 



16. It is proposed to march by the most direct route from the school to the 

town of , thence to the town of , thence to the 

town of and return to the school. The average rate of 

speed for the march is to be 100 yards per minute. How long will it 
take to complete this circuit provided the schedule for speed is main- 
tained except for a 10-minute rest each hour? 

17. New orders have been issued that Company A and Company B will pro- 

ceed by different routes over the line of march in Question 16, and 
arrive at the town — at the same time and under the same speed 
schedule. Will they leave the school at the same time? Construct 
time scales for use on map. 

18. A topographical map is to be enlarged three times its size. What is the 

new R. F.? Suppose it was reduced one-fifth its present size. What 
would be the new R. F.? 

19. The R. F. of a map 10 inches by 12 inches is 1 2,000. An aeroplane 

photograph is taken of this section and the size of the negative is 4 
inches by 5 inches. What is the R. F. of the negative? 

20. A field map on a scale of 1/10,000 is received from an engineering regi- 

ment for photographic reproduction. In scaling distances on the 
reproduced map a known distance on the ground of 1,000 yards is 
now found to scale 1,1000 yards. What is the new written scale? 
The new R. F.? 

21. A map which has no scale is taken from a captured German officer. By 

scaling it is found that the distance between the 55 degrees and the 
56 degrees of latitude is 20 inches. What is the R. F. of the map? 
Construct a graphical scale of yards. (1 degree of latitude equals 68.8 
miles.) 



WAR DEPARTMENT surveying 

COMMITTEE ON EDUCATION JOB No. 9 

AND SPECIAL TRAINING PAGE i 



MAP READING 

Job No. 9 

Measure Distances in French Units on Battle Map. 

Equipment. — Notebook, scratch pad, pencils, ordinary ruler, engineer's 
scale, battle map. 

1. How many millimeters per centimeter? Centimeters per decimeter? 

Decimeters per meter? Centimeters per meter? Meters per hecto- 
meter? Meters per kilometer? 

2. What is the scale of the battle map? Has it an R. F.? What is it? 

3. If you should measure one inch on the battle map what would be the 

distance on the ground? 

4. If you should measure one centimeter on the battle map what would be 

equivalent distance on the ground? 

5. Does the battle map have a graphical scale? What is it? 

6. Express the scale of the battle map as a written scale. 

7. With ordinary ruler measure straight line distance in inches and parts of 

inches from the town of La Berliere to the town of Crapeaumesuil. 
What is the actual distance in feet? In meters? In kilometers? 

8. Using the straight edge of a strip of paper and a pencil measure the dis- 

tance between the town of Fresnieres and the town of Tilloloy. What 
is the distance in meters? In kilometers? 

9. Orders have been received to advance by the most direct route from the 

town of Conchy-les Pots to Roye s Matz. If a speed schedule for the 
march is 4 kilometers per hour, what time will elapse to complete this 
march ? 

10. You are given a French map with a reading scale only. By measuring 

the scale you find that 1 kilometer equals .76 inch. What is the R. F.P 

11. The distance between two points on a battle map is found, by meas- 

uring with an ordinary ruler, to be 1 5/16 inches. The advance is 
timed at the rate of 50 meters per minute. How many minutes must 
elapse before the objective is attained? 

12. You are given a foreign map, scale 1 centimeter equals 1 inch. What is 

the R. F.? 

13. A foreign map is reproduced on a scale of 1/10,000. Construct a reading 

scale to show kilometers. 



WAR DEPARTMENT R. O. t. c, 

SURVEYING 
COMMITTEE ON EDUCATION jQg ^^ ^ 

PAGE 3 



AND SPECIAL TRAINING 



14. A battle map is to be enlarged three times its size. What is the new 

R. F.? Suppose it was reduced to one-fifth its present size. What 
would be the new R. F. ? 

15. A German map is taken from a captured German officer. It has a graphi- 

cal scale and careful measurement shows that 1.19 inches equals 1 
kilometer. What is the R. F.? 

16. The R. F. of a map 100 inches by 12 inches is 1/20,000. An aeroplane 

photograph is taken of this section and the size of the negative is 4 
centimeters by 5 centimeters.. What is the R. F. of the negative? 

17. A field map on a scale of 1/10,000 is received from an engineering regi- 

ment for reproduction. In scaling distances on the reproduced map a 
known distance on the ground of 1,000 meters is now found to scale 
1,100 meters. What is the new "written scale?" The new R. F.? 

18. A map which has no scale is taken from a captured German officer. By 

scaling, it is found that the distance between the 55 degrees and 56 
degrees of latitude is 20 inches. What is the R. F. of the map? Con- 
struct a graphical scale of yards (1 degree latitude equals 68.8 miles.) 



WAR DEPARTMENT SURVEYING 

COMMITTEE ON EDUCATION JOB No. lo 

AND SPECIAL TRAINING PAGE i 



MAP READING 

Job No. 10 

Compare English and Metric Systems of Linear Measurement 
by Solving Problems on This Job Sheet 

Equipment.— Pencils, scratch pad, notebook, topographic map, battle 
map. 

1. How many inches are there in one meter? ^ 

2. How many feet are in a meter? 

3. How many feet in one kilometer? 

4. How many feet in one hectometer? 

5. How many miles per kilometer? 

6. How many kilometers per mile? 

7. How many kilometers per inch on the topographic map? 

8. How many miles per inch on the battle map? 

9. How many inches to the mile in the scale of the battle map? 

10. Construct a time scale in minutes for a speed schedule of 4 miles per 

hour to be used on battle map. 

11. The scale of a foreign map is one centimeter equals one kilometer. How 

many inches to the mile on this scale? 

12. The distance between two points on battle map as measured with an 

ordinary ruler is 15/16 inches. The advance is timed at the rate of 
50 yards per minute. How many minutes must elapse before objec- 
tive is attained? 

13. You are given a foreign map with a reading scale only. By measuring 

the reading scale you find 1 kilometer equals 92/100 of an inch. What 
is the R. F. on the map? 

14. A foreign map is reproduced on a scale of 1/100,000. Construct a read- 

ing scale to show 10 miles on the map. 

15. What is the distance in miles between Conchy-les-Pots and Roye s Matz 

along the main road? 

16. What is the distance in kilometers from the school to the town of ? 

17. A mounted artillery sketcher's horse travels at the rate of 8 miles per 

hour. How long will it take him to travel 30 kilometers? 



WAR DEPARTMENT R- O. T. c. 

SURVEYING 
COMMITTEE ON EDUCATION jOB No. lo 

AND SPECIAL TRAINING PAGE i 



18. What is the shortest distance in feet between the front line trenches of 

the combatant forces as shown on the battle map? 

19. What is the greatest distance in feet between the front line trenches as 

shown on the battle map? 

20. What is the distance in miles between Battery Bertha near Fresnieres 

and the fortified Fme. De Canny? 



WAR DEPARTMENT surveying 

COMMITTEE ON EDUCATION JOB No. ii 

AND SPECIAL TRAINING PAGE i 



MAP READING 

Job No. 11 

Solve Visibility Problems>n This Job Sheet 

Equipment. — Pencils, engineer's scale, profile paper, triangles, piece of 
fine thread, rubber band, topographic map, battle map. 

1. What is the elevation of the top of the highest hill near the school? 

2. Examine the topographic map and determine the visibility of a certain 

designated town from this hill by the profile method. 

3. Determine by proportion the visibility of a given defined point on the 

line of sight between the top of this hill and the town. 

4. Determine the limits of visible area from the top of this hill. 

5. Determine all the dead areas within the limits in Question No. 4. 

6. Check all these map observations by observation in the field from the 

top of this hill. 

7. Examine battle map of Camp de Lassigny. Can a man standing on the 

railroad crossing on the main road leading from Roye s Matz to 
Conchy-les-Pots see the town of Conchy-les-Pots? 

8. Can an observer from the top of the hill in Boulogne-la-Grasse see the 

rifle fire in the front line trenches? 

9. Can an observer at the Fme. de Canny see the Battery Bertha near 

Fresnieres? 

10. Examine the route of march in a direct line from school to town of 

and plot profile to be followed in the march. Is the route practicable 
for all branches of the service? 

11. A battery position is midway between contour 1,250 and 1,260. A tar- 

get is located by means of the map, as being 5,000 yards distant, and 
between contour 1,400 and 1,410. What should be the reading on the 
mil-scale in order to reach this elevation? 

12. A battery \p to be located on a counter slope, at an elevation of 1,000, as 

read from the contours. The enemy holds a ridge, the highest point 
of which is at 1,200 feet, at a distance of 2,000 yards from the pro- 
posed position of the guns. At a distance of 800 yards from the guns 
there is a covering crest elevation 1,100. Will the guns be visible 
from enemy high point? 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



SURVEYING 

JOB No. II 

PAGE 2 



13. An observation station is at contour 1,250. It is desired to know whether 
certain positions of the enemy, 2,500 yards away, generally on contour 
1,000, are visible from the observation station. Between the enemy 
position and observation station there is an intervening ridge generally 
parallel to the enemy lines and 1,000 yards away, ranging from con- 
tour 1,100 to contour 1,050 (see Figure 4). 

(a). Solve by similar triangles. 

(b). Solve graphically. 

(c). Solve by use of rubber band. 






- -/O^}^^ 




Fig. 4. 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



R. O. T. C. 

SURVEYING 

JOB No. II 

PAGE 3 



14. A battery of artillery is ordered to move from its base over a certain 
stretch of country taking its combat train and store wagons. The 
distance is 1,000 yards. The combat train and store wagons are then 
to go 500 yards to the left, and stop in the shelter of the trees; the 
battery is to go 200 yards to the right, and occupy positions on the 
reverse slope; the battery detail to ride 200 yards northeast of the 
battery position to a certain hill top, there establishing the battery 
commanders' station. Are the direct routes practicable in each case? 
Refer to table of slope practicabilities. 




WAR DEPARTMENT surveying 

COMMITTEE ON EDUCATION JOB No. 12 

AND SPECIAL TRAINING PAGE i 



MAP READING 

Job No. 12 

Construct a Degree Protractor; a Mil Protractor 

Equipment.— Drawing paper, 4-H pencil, 45-degree triangle, 60-degree 
triangle, rule with inches divided into tenths, smooth white cardboard on 
which protractors may be constructed, one pair of pencil compasses, one pair 
of small dividers. 

1. How many seconds per minute of angle-measure? 

2. How many minutes per degree of angle-measure? 

3. How many degrees in a circle? 

4. What is the formula for computing the circumference of a circle? 

5. Given the radius of a circle as 5 inches, what is the circumference of the 

circle ? 

6. If the circumference is divided into degrees, what will be the distance 

measured on the circumference by an angle of 1 degree at the center? 

7. If the circumference of a circle is 72 inches what is the diameter of the 

circle? 

8. If one degree angle at the center of the circle measures 3/10 of an inch 

on the circumference what is the radius of the circle? 

9. If 1/10 of an inch is taken as the arc distance measured by 1 degree on a 

circumference, what is the radius of the circle? 

10. Using the pencil compasses and with the radius of the circle for above 

question carefully lay out a full circle. 

11. Divide this circumference into 360 equal parts. 

TAKING A PIECE OF CARDBOARD 8 INCHES LONG AND 2 INCHES 
WIDE STRIKE A PERPENDICULAR IN THE MIDDLE OF THE 
CARDBOARD. 

CONSTRUCT A PROTRACTOR TO READ DEGREES, AND HALF 
DEGREES, USING A PERPENDICULAR LINE FOR THE ZERO 
READING. 

12. Check your work with the triangles. 

13. If a circumference is divided into 6,400 equal parts, the angle at the center 

which is subtended by each one of these small divisions of the circum- 
ference is called a mil. This is the value commonly used. 

14. Into how many parts would the circumference of a circle be divided in 

order to have an arc distance of 1 yard on a radius of 1,000 yards? 
This is the precise value of a mil. 



WAR DEPARTMENT R ° T- C-^ 

SURVEYING 

COMMITTEE ON EDUCATION JOB No. 12 

AND SPECIAL TRAINING PAGE J 



15. Which is the preferable number of divisions to use and why? 

16. Howf many mils does each quadrant measure? 

17. How many minutes and decimal parts of a minute does one mil subtend? 

18. How many degrees, minutes and seconds in an angle of 450 mils? 

19. An angle has been read in the field as 38 degrees and 30 minutes. How 

many mils does it represent? 

WITH THE COMPASSES STRIKE A CIRCLE WITH A RADIUS OF 2 

INCHES. 

DIVIDE THE CIRCUMFERENCE OF THE CIRCLE INTO FOUR 

EQUAL PARTS. 

20. Divide each quadrant into equal parts so that each division will read 10 

mils. 

21. Can you make smaller divisions on the circle than these? If so, do it. 

COMPLETE THE PROTRACTOR NEATLY, BEING SURE TO ESTAB- 
LISH THE CENTER POINT. THE NUMBERING SHOULD READ 
CLOCKWISE, 

LAY OFF AN ANGLE OF 450 MILS; CHECK IT WITH THE DEGREE 
PROTRACTOR ALREADY CONSTRUCTED. 



WAR DEPARTMENT SURVEYING 

COMMITTEE ON EDUCATION JOB No. 13 

AND SPECIAL TRAINING PAGE i 



MAP READING 

Job No. 13 

Plot Angles with Protractor in Degree Measure 
Plot Angles with Protractor in Mil Measure 

Equipment. — Drawing paper, pencils, degree protractor, scale, notebook, 
mil-protractor. 

1. To a scale of 1 inch equals 50 feet, draw a line 396 feet long. 

2. At one end of this line use a protractor and lay off an angle of 38 degrees 

and 20 minutes ; at the other end of the line lay off an angle measuring 
51 degrees and 40 minutes. 

3. What angle is formed where these two lines meet when produced? 

4. Check the angle, using protractor. 

5. What is the length of the two unknown sides? Check this calculation 

and your work by scaling lengths of sides. 

6. Draw a line representing 680 feet on a scale of 1 inch equals 60 feet. 

Erect a perpendicular at the middle of this line, using protractor. 

7. Check your work using the arc method. 

8. On a scale of 1 inch equals 50 feet, draw a line 480 feet long. Erect a 

perpendicular at this point 480 feet long. Complete the square. 

9. Check the accuracy of your protracting by calculating the lengths of the 

diagonals and scaling them on the drawing. 

10. On a scale of 1 inch equals 100 feet, draw a line 400 feet long. Protract 

an angle of 38 degrees and 20 minutes, and measure a distance of 400 
feet. Join ends of these lines thus forming a triangle. 

11. What are the angles in the triangle at the other two points? 

12. Does your work check both for scaling and protracting? What method 

used? 

13. Draw a line AB on a scale of 1 inch equals 80 feet, for a distance of 350 

feet. Erect a perpendicular at point B and measure 60 feet from point. 
Complete triangle. 

14. What are the angles in the triangle at A and C? 

15. Does your work check up, using the protractor? 

16. On a scale of 1 inch equals 40 feet, draw a line 360 feet long. Erect a 

perpendicular at the center of this line using the protractor. Measure 



WAR DEPARTMENT R. O. T. C. 

SURVEYING 
COMMITTEE ON EDUCATION jq3 j^g ,3 

AND SPECIAL TRAINING PAGE 3 



along the perpendicular 180 feet each side of your first line. Join the 
ends of these two lines and form a parallelogram. 

17. What are the angles at the corners of the parallelogram formed by the 

diagonals? Does your work check? 

18. How do you center the protractor? 

19. Lay off with a protractor an angle of 120 degrees. 

20. How closely have the angles in the several problems been plotted? 

21. What is a vernier protractor? 

22. What is the advantage of a vernier protractor? 

23. Can accurate work be done with a paper protractor? Why? 

24. Lay out a quadrilateral with the following data given: Corners of the 

quadrilateral are lettered. A, B, C, D. The angle DAB is 120 degrees 
and 40 minutes. The angle ABC is 130 degrees and 10 minutes. The 
side DA is 186 feet. The side AB is 240 feet. The side BC, 135 feet. 
Use a scale of 1 inch equals 30 feet. 

25. What is the angle ADC by calculation? By protractor? 

26. What is the angle BCD by calculation? By protractor? 

27. What is the length of the side CD by calculation? By scale? 

28. On a scale of 1 inch equals 50 feet, draw a line 396 feet long. Using the 

mil-protractor lay off an angle of 450 mils at one end of this line. At 
the other end lay off an angle of 1,600 mils. What is the other angle 
in mils? 

29. Check this angle by calculation and the mil-protractor. 

30. On a scale of 1 inch equals 60 feet, draw a line 700 feet long. Erect a 

perpendicular in the center of this line using the mil-protractor. 

31. A battery is located on contour 1,000. The target is 5,000 feet away, and 

on contour 1,250. What is the angle of elevation using the mil-pro- 
tractor? 

32. A gun is aimed at the aiming point and the mil-protractor is set at zero. 

If the target is at an angle of 890 mils to the right from aiming point, 
how would this be plotted? 

33. If an angle of 48 degrees and 20 minutes is to be laid out by a mil-pro- 

tractor, what is the angle in mils? 

34. An angle is given as 1,860 mils. How would you lay this out with a 

protractor in degree measure? 



WAR DEPARTMENT surveying 

COMMITTEE ON EDUCATION JOB No. 14 

AND SPECIAL TRAINING PAGE i 



MAP READING 

Job No. 14 

Plot Angles by the Tangent Method 

Equipment. — Drawing paper, pencils, scale, notebook, table and natural 
trigonometric functions, mil scale. 

1. What is the natural tangent of 45 degrees? 

2. If the length of the base is 10 inches in the right triangle whose acute 

angle is 45 degrees, what will be the tangent distance? 

3. Lay out an angle of 45 degrees. 

4. Lay out an angle of 30 degrees by the tangent method. 

5. Of what advantage is the use of a 10-inch base in tangent method? 

6. Use any length of base for following problems. 

7. Lay out an angle of 10 degrees 58 minutes; 26 degrees 46 minutes; 35 

degrees; 1 degree 6 minutes; degrees 14 minutes. 

8. Can you plot these angles more quickly with a protractor? More 

accurately? 

9. Lay out an angle of 52 degrees 26 minutes; 65 degrees 37 minutes; 74 

degrees 10 minutes; 88 degrees 59 minutes. 

10. What is the best way to erect a perpendicular? 

11. What is the best way to lay out hundredths of an inch? 

12. Lay out an angle of 135 degrees 16 minutes; 246 degrees 30 minutes; 185 

degrees 10 minutes. 



WAR DEPARTMENT SURVEYING 

COMMITTEE ON EDUCATION JOB No. is 

AND SPECIAL TRAINING PAGE i 



MAP READING 

Job No. 15 

Plot Angles by the Chord Method 

Equipment. — Drawing paper, pencils, scale, notebook, table of chords or 
table of natural sines. 

LAY OUT A LINE lo INCHES LONG. WITH THE BEGINNING POINT 
AS THE CENTER, STRIKE AN ARC WITH THE MEASURED DIS- 
TANCE AS A RADIUS. 

1. What is the chord distance of an angle 47 degrees and 8 minutes with 

the radius of 10 inches? 

2. How would you measure this chord distance so that the angle 47 degrees 

8 minutes might be established? 

THE CHORD OF AN ARC IS EQUAL TO THE RADIUS TIMES TWICE 
THE SINE OF HALF THE CENTRAL ANGLE. PROVE THIS. 

3. If the chord of an arc is 5 inches and the radius is 12 inches, what is the 

angle at the center? 

4. What is the sine of one-half of this angle? Check this on figure. 

5. What is the chord of an arc with a radius of 10 inches if the angle at the 

center is 38 degrees? 

6. What is the radius of a curve when the chord distance subtended by a 

central angle of 60 degrees is equal to 100 feet? 

7. If the angle at the center is 26 degrees and the chord is 4 inches, what is 

the radius? 

8. Why is a 10-inch radius (or multiple thereof) the best to use? 

9. Lay out an angle of 87 degrees and 30 minutes by the chord method. 

10. Lay out an angle of 26 degrees and 38 minutes. 

11. Lay out an angle of 103 degrees and 26 minutes by the chord method. 

12. On a scale of 1 inch equals 40 feet, lay out a square by the chord method 

whose sides measure 120 feet. 

13. Check your angles for the diagonals by the chord method. 

14. Lay out a triangle the sides of which measure 10 inches by the chord 

method. 

15. Is the chord method of plotting angles an accurate method? Why? 

16. Is the chord method of plotting angles more accurate than the tangent 

method? 



WAR DEPARTMENT R- O. T c 

SURVEYING 
COMMITTEE ON EDUCATION jqB ^^ ,, 

AND SPECIAL TRAINING PAGE 3 



17. Lay out a parallelogram with the opposite angles 120 degrees and 60 

degrees respectively, on a scale of 1 inch equals 60 feet, when the sides 
measure 240 feet. 

18. Calculate the length of the diagonals. 

19. Check up the angles in the triangle by the chord method. 

20. Can you lay out any kind of a figure by the chord method? Do so. 



WAR DEPARTMENT SURVEYING 

COMMITTEE ON EDUCATION JOB No. i6 

AND SPECIAL TRAINING PAGE I 



MAP READING 

Job No. 16 

Plot'Angles by Rectangular Coordinates 

Equipment. — Drawing paper, pencils, 30-degree triangle, 60-degree 
triangle, engineer's scale, table of natural trigonometric function, scratch pad. 

1. Lay out a right-angled triangle on the drawing paper with a base of 8 

inches and an altitude of 4 inches. Letter acute angle A, the com- 
plement of A with the letter B, and the right angle C. 

2. What is meant by the sine of angle A? 

3. What is meant by the co-sine of angle A? 

4. What is meant by the tangent of angle A? 

5. What is meant by the co-tangent of angle A? 

6. What is the natural sine of 26 degrees and 30 minutes? 

7. What is the natural co-sine of 38 degrees and 40 minutes? 

8. What is the natural sine of 68 degrees and 40 minutes? The co-sine 

of 75 degrees and 40 minutes? 

9. What are the tangent and co-tangent of the following angles: 16 degrees 

and 20 minutes; 36 degrees and 40 minutes; 56 degrees and 25 
minutes; 75 degrees and 48 minutes; 98 degrees and 15 minutes? 

10. In a right-angled triangle, where the base is 40 feet and the acute angle 

is 26 degrees and 40 minutes, what are the lengths of the other two 
sides? 

11. If the hypothenuse of a right-angled triangle is 86 feet, and the acute 

angle is 36 degrees, what are the lengths of the other two sides? 

12. If the altitude of a right-angled triangle is 20 feet, and the base is 60 feet, 

what is the acute angle? 

13. If the hypothenuse of the right-angled triangle is 60 feet, and the altitude 

is 10 feet, what is the acute angle and the length of the base? 

14. If a straight line is bisected and a perpendicular erected, there are estab- 

lished two lines which are called the X axis and the Y axis. The Y 
axis is the vertical line, and the X axis is the horizontal line. How 
many quadrants are about the origin? 

15. Are latitude and longitude X*and Y axes? 



WAR DEPARTMENT ^- °- ^,w„ 

SURVEYING 

COMMITTEE ON EDUCATION JOB No. i« 

AND SPECIAL TRAINING PAGE a 



16. If a point at latitude 55 grades north and longitude 6 grades east of Paris 

is taken as the origin for the Lambert grid, what is the angle sub- 
tended about the origin, if latitude line and longitude line are taken 
as the axes? 

17. Which would be the Y axis and which the X axis? 

18. Draw a horizontal line 5 inches long. Bisect it. Erect a perpendicular 

lYi, inches each side of the first line. Which is the Y axis and which 
the X axis? Letter them. 

19. Adopting 1/10 of an inch as the unit of measurement measuring along 

the Y axis 1-6/10 inches and erect a penpendicular. Measure 2-2/10 
inches along the X axis and erect a perpendicular. Where these two 
lines meet is point A. 

20. What is the abscissa of the point A? The ordinate of the point A? 

What are the rectangular coordinates of the point A? 

21. X values to the right of the axis are positive. To the left of the Y axis 

are negative. Y values above the X axis are positive. Below are 
negative. Plot a point whose rectangular coordinates are plus 3, 
plus 2. 

22. Locate a point the coordinates of which are minus 3, plus 4. 

23. Locate a point the coordinates of which are plus 3, minus 4. 

24. Plot a point the coordinates of which are minus 3, minus 4. 

25. Plot a line passing through the origin whose direction is measured by an 

angle of 26 degrees and 28 minutes to the right of the Y axis. 

26. What are the rectangular coordinates of a point on this line which is 260 

feet fron the origin? 

27. The coordinates of a line AB are as follows: Point A plus 60, plus 50. 

The coordinates of the point B are plus 110, plus 230. What angle 
does this line make vidth the Y axis? With the X axis? 

28. The numerical values arbitrarily assigned to the origin of the Lambert 

grid are: 500,000 meters and 300,000 meters. These large numbers 
are chosen to avoid plus and minus signs and are adopted for military 
purposes. In what quadrant would a point lie with these coordinates 
X=580,000, Y=460,000? 

29. On a scale of 1/20,000 how would you construct a series of squares which 

would measure on the ground 100 meters each way? 

30. Construct such a series of squares "over all" dimensions for the sides 

being 600 meters on a scale of 1/20,000. Letter carefully. Assume 
the origin at the center of this figure. This is a kilometric grid. 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



R. O. T. C. 

SURVEYING 

JOB No. i6 

PAGE 3 



31. Plot a position on this grid with these coordinates: 

X equals 220 meters. Y equals 280 meters. 
A church tower is located on this grid with coordinates : 

X equals minus 200 meters. Y equals plus 200 meters. 
A battery is located with these coordinates: 

X equals plus 300 meters. Y equals minus 200 meters. 

32. What is the distance in meters as scaled from the grid from battery to 

church tower? 



/cS-p-- 



/<^e-- 



^- 
-^- 

^- 

2- 
/- 



.^/ 



O 



/ 2 ^ ^ ^ ^^^^ 



/<5i5"- 



^^/ 



2^2 

Fij. 6. 



ee^ 



WAR DEPARTMENT R. O. T. C. 

SURVEYING 
COMMITTEE ON EDUCATION jOB No i6 

AND SPECIAL TRAINING PAGE 4 



33. By rectangular coordinates compute the distance in meters from battery 

to church tower. 

34. What angle does this line make on the mil-scale with the X axis? 

With the Y axis? 

35. What angle does this line make in degree measure with the X axis? 

With the Y axis? 

36. A battery is located on the grid with these coordinates : 

X equals plus 300 meters. Y equals minus 300 meters. 
The aiming point has these coordinates: 

X equals plus 100 meters. Y equals plus 300 meters. 
The target has these coordinates: 

X equals minus 200 meters. Y equals minus 200 meters. 
Plot these positions and joint them with light pencil lines. 

37. What are the lengths in meters of the sides of this triangle? 

38. What is the angle of fire between these points and the target in mil- 

measure? 

39. What is the angle between the aiming point and target in degree 

measure? 

40. Calculate the values of these angles by rectangular coordinates. 

41. What is the orienting line on the grid board? 

42. What are the coordinates of points A, B and C, in Figure 6? 



WAR DEPARTMENT SURVLYING 

COMMITTEE ON EDUCATION JOB No. 17 

AND SPECIAL TRAINING PAGE i 



MAP READING 

Job No. 17 

Find the Magnetic Direction and the Magnetic Variation to all Points 
Required in the Problems on this Job Sheet by the Methods Indicated 

Equipment. — Pencils, engineer's scale, metric scale, magnetic compass, 
mil-protractor, scratch pad, topographic map of vicinity, battle map. 

1. Find the poistion of magnetic north on the battle map. 

2. Find the position of magnetic north on the topographic map. 

3. Do vertical red lines on the battle map point to true north? Magnetic 

north? 

4. What are these lines called? 

5. Do the vertical lines on the topographic map point to magnetic north? 

Where do they point? 

6. On the battle map does the magnetic needle point in the same direction 

as true north? 

7. Why is this? What is magnetic decHnation? 

8. What is the value in degrees and minutes of the magnetic declination of 

the needle on the topographic map? On the battle map? 

9. Roughly check the magnetic declination of the needle at the school by 

an observation on the North Star tonight. What is its value? 

10. If located in the section of France shown on the battle map, how would 

your compass needle point in reference to true north? 

11. If the magnetic north and the true north should coincide, what would 

the declination be? 

12. What is the name of such a north line as in Question 11? Is it in a 

permanent position in the United States? 

13. What are isogonic lines? What is the decHnation of the needle to the 

east of the north line where the declination is zero? To the west? 

14. Why should both magnetic meridian and the true meridian be shown on 

maps? 

15. What is magnetic variation? Is this variation constant for the needle 

throughout the day? Would such a condition be serious in field 
work? What would such a variation be called? 

16. How can the magnetic variation of the compass be determined in any 

particular locality? 



WAR DEPARTMENT R. O. T. c. 

SURVEYING 
COMMITTEE ON EDUCATION jQg jj^ 

AND SPECIAL TRAINING PAGE - 



17. How can the error of the compass be determined? 

18. What is the magnetic variation of the compass at the school in sexa- 

gesimal measure? 

19. What is the magnetic variation of the compass in mil-measure at the 

school? 

20. With a mil-protractor the following readings were taken from a map to 

three points to determine mean magnetic variation: 

True north hearing Magnetic bearing 

read with protractor read with compass 

School House 450 Mils. 775 Mils. 

Church 5,670 Mils. 5,985 Mils. 

Windmill 3,880 Mils. 4,185 Mils. 

(a) What is the mean variation in mil-measure? 

(b) What is the mean variation in sexagesimal measure? 

21. Does the magnetic needle always point in the same direction? 

22. How does the compass needle move when the north end of the needle is 

over the south end of the box? 

23. Upon what does the sensitiveness of the needle depend? 

24. What is a prismatic compass? 

25. What are the three tests for the compass? 

26. How may a compass needle be remagnitized? 

27. What is meant by magnetic azimuth? 

28. What is meant by true azimuth? 

29. What is meant by orienting the map? 

30. An order is received to march at night by the shortest route from the 

crossroads in the town of Amy (on battle map) to the town of Fres- 
nieres. What would be the compass bearing to guide advancing 
party correctly? 

31. What is the magnetic bearing from the crossroads at La Berliere to rail- 

road crossing where X equals 14/000, Y equals 32/130? 

32. Consult topographic map of vicinity ; what is the magnetic bearing from 

the school to the town of ? 

33. Establish an approximately true meridian at the school by observing the 

North Star. 

34. Establish an approximately true meridian by observing the sun. 

35. How can the directions for aiming guns be determined by the compass? 

36. Place topographic map on a drawing board, take compass, proceed to 

field, and orient the map. 



WAR DEPARTMENT SURVEYING 

COMMITTEE ON EDUCATION JOB No. i8 

AND SPECIAL TRAINING PAGE i 



MAP READING 

Job No. 18 

Interpret Coordinate System>n Battle Map 

Equipment. — Drawing paper, pencils, pencil compass, triangles, engineer's 
scale, scratch pad, notebook, battle map. 

1. Examine the battle map and note the vertical red lines; vertical black 

lines ; horizontal red lines ; horizontal black lines. 

2. Are these lines at right angles to each other? Why? 

3. Is each block a square? How can this be proved? 

4. What is the length of the sides of any block? Are all blocks the same 

size? 

5. Do these lines divide the map like a grid iron? What are these lines 

called? 

6. What is meant by "grid north"? 

7. If you look along a level road for ten miles would it appear as a level 

line? 

8. When you look over a body of water why is it that the water and 

sky seem to meet? 

9. Do lines of longitude on a map pass through the north pole? The south 

pole? 

10. Are two adjacent lines of longitude the same distance apart in Canada as 

they are on the equator? Why is this? 

11. Can you take the peeling of an orange and flatten it out without rupture? 

Why? 

12. Can you take a single flat piece of leather and make it into a baseball 

cover without cutting the leather? 

13. Since the earth is a spheroid, could a paper pattern of a section of it be 

flattened out on a map without separating the longitude lines? 

14. Secure a rubber ball. Make a paper cone that is of such dimension that 

the sides will be tangent to the surface of the ball. Can the surface 
of the ball enclosed within the circle of tangency on the cone be 
flattened out to cover the inner surface of the cone? 

15. Imagine the ball as the earth on a reduced scale. Will the north pole 

of the earth coincide with the apex of the cone? 



WAR DEPARTMENT R. o T c 

SURVEYING 
COMMITTEE ON EDUCATION JOB No. i8 

AND SPECIAL TRAINING PAGE 3 ' 



16. Imagine all the features to be shown projected on the surface of this cone 

and be reproduced on its surface. How would a meridian line now 
appear? 

17. Choose any line on surface of the cone that passes through the apex. 

Cut along this line to the apex and flatten out the cone. How will 
lines of longitude now appear? Lines of latitude? 

18. Will the distances along the meridian lines on the flattened cone be 

greater or smaller than the same distances on the ball? 

19. Will the angle between two successive meridians on the ball be the same 

as the angle between two successive meridian lines on the flattened 
cone? Will it be greater or smaller? 

20. General means of bringing these variations to follow a fixed law, and 

to minimize them, have been devised by cartographers. Would you 
call the conical method in this experiment a reasonable method? 

21. The conical method was originated by Lambert, and within limited zones 

on the earth's surface, it reduces the angular and linear errors to a 
minimum. 

22. The Lambert grid system was used on the western front in France. 

Which lines on the battle map represent the Lambert system? 

23. The Bonne system was used by the Belgians. What lines represent the 

Bonne system? 

24. The Lambert system as applied to maps on the western front considers 

the superimposed cone as a secant to the globe and not as a tangent. 
The secant enters the globe at 53 grades north latitude and emerges 
from the globe at 57 grades north latitude. What is the length of 
the arc intersected on any meridian? 

25. The meridian parallel, 55 grades north latitude, is in a nearly mean posi- 

tion to the north and south limits of the western front. Would it not 
be logical to adopt this parallel as the X axis of the grid system? 

26. Would it be logical to take the meridian perpendicular to and bisecting 

this parallel as the Y axis? 

27. Ordinarily, what would be the coordinates where these axis intersect? 

Is this so on the French battle maps? What is used? 

28. Since it has been proved that corrections must be applied for angles and 

distances for a certain area a system of reduction by formula is 
applied. Distances on the globe between parallels of intersection are 
slightly reduced by this process; distances north or south of the 
parallels are slightly increased. X values increase toward the east; 
Y values increase toward the north. What happens to X values to- 
ward the west? Y values toward the south? 

29. A point with an X value of 510,000 is which side of the origin? 



WAR DEPARTMENT SURVEYING 

COMMITTEE ON EDUCATION JOB No. 18 

AND SPECIAL TRAINING PAGE 3 



30. A point with an X value of 490,000 is which side of the origin? 

31. A point with a Y value of 310,000 is which side of the origin? 

32. A point with a Y value of 290,000 is which side of the origin? 

33. Where is the battle map located with reference to the orig.i? 

34. What is the general method of locating a point by rectangular co- 

ordinates? 

35. Locate a point on battle map with rectangular coordinates as follows : 

X equals 32,300. Y equals 14,400. 

36. The coordinates of three points on the battle map are as follows : 

Point A. X equals 32,750. Y equals 14,650 
Point B. X equals 32,850. Y equals 14,250. 
Point C. X equals 32,150. Y equals 14,080. 

(a) Find these positions on battle map. 

(b) Draw lightly in pencil the triangle formed. 

(c) Scale the lengths of each of the sides. 

(d) By rectangular coordinates compute the angles of the triangle. 

(e) Compute the length of each side. 

(f) Check scaled distances with calculated distances. 



WAR DEPARTMENT R. O. T. c. 

SURVEYING 
COMMITTEE ON EDUCATION jqb No. 19 

AND SPECIAL TRAINING PAGE I 



MAP READING 

Job No. 19 

Sketch Conventional Signs 



Equipment. — Pencils, battle map, appendix of conventional signs 
attached to this manual. 

Instructions. — In doing this job the soldier will use the Appendix of 
Conventional Signs attached as a part of this manual. As the battle map is 
on the scale of 1/20,000, the conventional signs for that type of map will be 
used. Enter them opposite each question on the right-hand margin of this 
sheet. 

1. What is meant by the term "Terrain?" 

2. What is the purpose of conventional 

signs ? 

3. Represent wagon roads of the first 

class passable in dry weather. 

4. Represent wagon roads of the second 

class, passable in dry weather. 

5. Represent farm roads 

trails 
paths 

where paths cross. 

6. Represent standard-gauge railroads 

single track 
double track. 

7. Represent rivers 

creeks 

artificial bodies of water 

ponds 

canals. 

8. Represent wells 

springs 
inundated lands. 



WAR DEPARTMENT SURVEYING 

COMMITTEE ON EDUCATION JOB No. 19 

AND SPECIAL TRAINING PAGE 2 



9. Represent enclosures, such as walls 
hedges 
wood fences 
wire fences 
ditches 
embankments. 

10. Represent villages 

towers 

churches 

cemeteries. 

11. Represents geodetic points. 

12. Represent cultivated fields 

vineyards 

gardens 

orchards. 

13. Represent groups of trees 

woods 

deforested areas 
brush 

isolated trees 
marshes or swamps. 

14. Represent contours 

elevations. 

15. Represent depressives. 

16. Represent sand dimes 

deep slopes 
natural breaks 
rocky slopes 
quarries. 

17. How are the enemies' trenches shown 

when taken from a photographic 
source? 

18. How are enemy trenches, organized 

with loop-holes and without loop- 
holes, shown? 

19. How are enemy principal and sec- 

ondary communication trenches 
shown? 

20. How are abandoned trenches shown? 



WAR DEPARTMENT 



COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



R. O. T. C. 

SURVEYING 

JOB No. 19 

PAGE 3 



21. How would you ascertain if the 

enemies' trenches were located from 
inaccurate information? 

22. How are the enemies' batteries shown 

if the information is taken from 
accurate sources? From less accu- 
rate sources? 

23. If the enemies' battery is camouflaged, 

how would you determine this? 

24. How would you ascertain where the 

enemies' encampment, munition 
stores and wagon parks are located? 

25. How are the barbed-wire entangle- 

ments of the enemy shown? 

26. How is the abatis of the enemy and 

similar defenses shown? 

27. Locate on the battle map a section 

of the enemy front-line trenches. 
28 . Are there entanglements in front of the 
German front-line trenches? 

29. Locate a communication trench within 

the German lines and follow it to an 
encampment. 

30. How do the Germans get up to the 

front-line trenches from Amy? 

31. Are there any mine craters within the 

German lines? 

32. What are the defenses of the German 

front-line trenches? 

33. Have the Germans abandoned any 

trenches within their area as held by 
them? 

34. Are there any dugouts or shelters 

shown within the German lines? 

35. Did the Germans construct any nar- 

row-gauge railways within the area 
held by them? 

36. Examine the area held by the French. 

How many defense lines are shown? 
Which are main defenses? 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



37. 



38. 



39. 



40. 
41. 



42. 



43. 



44. 



45. 



46. 



47. 



48. 



49. 



Have the French abandoned any 
trenches within the area held by 
them? 

What is the type of defense before the 
front-line trenches of the French? 

Can you find a French observation 
post? 

Can you locate any French batteries? 

How do the French advance to com- 
munications from La Berliere to the 
front line? 

Are there any telegraph lines shown 
within the French area? 

Can you find a commanding officer's 
station? 

What are the defenses about Bois les 
Loges? 

What kind of defenses are at Boulogne- 

la-Grasse? 
Are there any secondary roads within 

the French lines? 
What are the defenses at Fme de 

Canny ? 

Can you find a stream within the 
French lines? 

Are there any wooded areas or defor- 
ested areas within the French lines? 



SURVEYING 



WAR DEPARTMENT « °- T C. 

SURVEYING 
COMMITTEE ON EDUCATION JOB No. loo 

AND SPECIAL TRAINING PAGE i 



SURVEYING 

CHAINING 

Job No. 100 

Run Lines of Definite Direction with Steel Tape 

Equipment. — Hundred-foot steel tape, chaining pins, notebook, pencils, 
scratch pad. 

Instructions. — (a) Place two pins in the ground about 60 feet apart. 
Measure distance to nearest tenth of foot. Repeat operation foiu: times. 

(b) Place two pins about 500 feet apart on fairly level ground. Measure 
distance between pins. Repeat operation, chainmen changing position. 

(c) Place two pins about 500 feet apart on a comparatively steep slope. 
Measure distance between pins. Repeat operation, chainmen changing posi- 
tion. 

1. How is the tape divided? What is the smallest sub-division? 

2. Which is forward end of tape? Rear end? 

3. What is the object of the steel loops at each end of tape? 

4. Do you measure from end of tape? Why? 

5. What is the length of the tape you are using? 

6. Who is the head chainman? Rear chainman? 

7. Is one reading of the distance sufficient? Why? 

8. Should the foot number on each of the required readings be read? Who 

does this? Why? 

9. When are linear measurements made on sloping ground? 

10. How should tape be held at all times? 

11. How much pull should be exerted on tape? 

12. How should pins be placed with reference to the line? 

13. How is the number of tape lengths counted? 

14. How can the head chainman keep himself in line? 

15. In accurate work is one measurement sufficient for final setting of each 

pin? 

16. Will two measurements of the same line check? Why? 

17. Does a small error indicate careful work? Why? 



WAR DEPARTMENT R. O. T c. 

SURVEYING 
COMMITTEE ON EDUCATION JOB No. loo 

AND SPECIAL TRAINING PAGE 2 



18. If a tape is longer than supposed, is this a constant error? 

19. How should correction be applied if tape is long? 

20. How should correction be applied if tape is short? 

21. Which is more accurate for measurement, a steel tape or a metallic tape? 

Why? 

22. How can you tell when tape is horizontal? 

23. What are the duties of the head chainman? 

24. What are the duties of the rear chainman? 

25. Which is more accurate, measuring up or down a hill? Why? 

26. What is meant by breaking measurements? 

27. In measuring down steep slopes, how would you avoid all possible errors 

in carrying distances along? 

28. If tape is not held truly horizontal, will the measurement be long or short? 

29. If two competent chainmen measure over a mile twice, how closely 

should the results check? 

30. When only a part of the tape is used, who has the forward end? 

31. Should the tape be laid on the ground while measuring? Why? 

32. If a steel tape is bent, what is the best way to straighten it? 

33. What is the tape repair outfit? 



WAR DEPARTMENT R ° T. c. 

SURVEYING 
COMMITTEE ON EDUCATION JOB No. loi 

AND SPECIAL TRAINING PAGE i 



SURVEYING 

USE OF TAPE 

Job No. 101 

Make A Survey with a Hundred-foot Steel Tape 

Equipment. — Hundred-foot steel tape, pins, range poles, plumb-bob, note- 
book, pencils. 

Instructions. — Place five stakes at random in form of a polygon, each side 
of which is over 100 feet long. Measure the sides of polygon and check sur- 
vey by diagonals. Compute area of polygon. 

1. How many sides in this polygon? 

2. What is the sum of the interior angles of this polygon? The exterior? 

3. What are the angles of this polygon? 

4. How are these angles computed? 

5. By logarithms compute values of these angles. What formula used? 

6. Does the length of the sides of the polygon check with the measured 

distance? 

7. What is the error in the calculated work and the measured values? 

Which is more likely to be correct? 

8. What is the first step in making a tape survey? 

9. A line parallel to one side of the polygon is to be located from the side 

using tape only. How is this done? 

11. How would you lay out a 50-foot square on the side of the polygon, using 

a steel tape? Do this. 

12. How do the diagonals check? 

13. How would you erect a perpendicular to one of the sides of the polygon? 

14. If one point of the polygon was inaccessible, how would you determine 

the distances to this point, using a steel tape only? 

PLACE THREE STAKES AT RANDOM AND MEASURE THE SIDES. 

15. How can you measure the angles in this triangle, using a tape only? 

16. Can the tangent method of measuring angles be applied to this problem? 

17. What base length would you use and how would you erect a perpen- 

dicular ? 

18. Can you measure the angles of this triangle by the chord method? 



WAR DEPARTMENT **• ° '^ S:. 

SURVEYING 
COMMITTEE ON EDUCATION JOB No. loi 

AND SPECIAL TRAINING PAGE j 



19. Using the steel tape only, lay out a right-angled triangle with the acute 

angle of 30 degrees. 

LAY OUT A TRIANGLE WITH EACH ANGLE EQUAL TO 60 
DEGREES. 

20. Make a tape survey of a plot of ground and locate the buildings. 

21. How can you locate a point from two known points, using the steel tape? 

22. How would you determine the radius of a railway curve, using steel 

tape only? 

23. Can you locate a building by the offset method? Do this. 

24. Can you locate a building, using the steel tape as the radius for inter- 

secting measurements? 

COMPUTE THE AREAS OF THE PLOT SURVEYED. 

25. What are the general sources of error in tapeing? 



WAR DEPARTMENT surveying 

COMMITTEE ON EDUCATION JOB No. loz 

AND SPECIAL TRAINING PAGE i 



SURVEYING 

LEVELING 

Job No. 102 

Set Up Level and Perform Assignments 

Equipment. — Leveling instrument, level rod, notebook, pencils. 

SET UP LEVEL AND READ LEVEL ROD; SET TRIPOD IN POSI- 
TION, REMOVE LEVEL FROM INSTRUMENT BOX AND PLACE ON 
TRIPOD. 

1. Why are the tripod legs made adjustable? 

2. Why should the head of the tripod be made approximately level before 

leveling instrument? 

3. Where are the leveling screws? How are they used? 

4. What precaution should be observed when leveling instrument by means 

of leveling screws? 

5. Why should both hands be used in leveling instrument? 

6. Why should the telescope be leveled alternately over opposite screws? 

7. Where is the telescope? 

8. Where is the bubble tube? Where should the bubble stand when instru- 

ment is leveled? 

9. Which end of the telescope is used for sighting? 

10. Why is the large glass called the object glass? 

11. What is the purpose of the screw in the side of the telescope? 

12. Why is a shade placed over the eyepiece of telescope? 

13. Why is a large shade placed over the object glass of telescope? 

14. Why are the ends of the leveling screws set in brass cups? How should 

the instrument be carried when being taken to a job? 

15. Why should the position of the bubble in the bubble tube be tested 

several times and in several positions before beginning work? 

16. In sighting through telescope what are the lines at right angles to each 

other which appear where sight adjusted to proper focus? 

17. Why should these lines or "cross hairs" be placed at right angles to 

each other? 

18. What is the purpose of the small screw in the side of the telescope near 

the eyepiece? 



WAR DEPARTMENT SURVEYING 

COMMITTEE ON EDUCATION JOB No. 102 

AND SPECIAL TRAINING PAGE 2 



19. How can the cross hair be made more distinct? 

20. How can approximate direction for a sight be determined? 

21. What type of level is being used? 

22. What is the difference between the Dumpy and Wye Levels? [Examine 

Level Rod Before Reading With Instrument.] 

23. What is the largest sub-division into which the rod is divided? What is 

the smallest? 

24. How are thousandths of a foot read on the rod? 

25. Why is the target painted in different colors? 

26. What is the brass rule on the side of target? 

27. What is the brass rule on back of rod? 

28. How do these two scales differ? 

29. What is the vernier? How many on the rod? 

30. What is the smallest reading that can be made with the vernier? 

31. What is meant by a "high rod"? "Low rod"? 

32. Having set target at random in low rod, what is the reading to the 

smallest division? 

33. Having set target at random in high rod, what is the reading? 

34. What are the methods of reading a rod? What is most exact? 

35. With a rod without a target what is the smallest reading that can be 

estimated? 

36. Why is direct rod reading more accurate than reading rod using a target? 

37. Why should the rod be held plumb when a reading is taken? How is 

this done? 

38. If a rod is extended to 10 feet how much out of plumb must it be to 

cause an error of 1/1000 of a foot in the reading? 

39. If a target rod reading is 9.565 feet and the rod is held 5 inches out of 

plumb what is the correct reading? 

40. Does a rod held out of plumb make the reading on a point too great or 

too small? 

41. Why will "waving" the rod back and forth toward the instrument prove 

whether the target is too high or too low? 

HAVING LEVELED UP INSTRUMENT IN A NEW LOCATION TAKE 
SEVERAL ROD READINGS ON POINTS DESIGNATED BY INSTRUC- 
TOR AND ASCERTAIN THEIR RELATIVE HEIGHTS. 



WAR DEPARTMENT R. O. T. C. 

SURVEYING 
COMMITTEE ON EDUCATION JOB No. 103 

AND SPECIAL TRAINING PAGE i 



SURVEYING 

LEVELING 

Job No. 103 

Fine Elevations of Several Bench Marks 

Equipment. — Level, level rod, notebook, pencils. 

SET UP LEVEL AND ADJUST INSTRUMENT PREPARATORY TO 
DOING WORK. 

1. Why should the instrument be set up midway between two sights? 

2. Why is the first sight taken at a bench mark? 

3. What is a bench mark? A bench? 

4. What is meant by datum line or datum plane? 

5. What is taken as a convenient datum everywhere? 

HAVING ADJUSTED THE TELESCOPE FOR PROPER SIGHTING 
ASCERTAIN THE ROD READING. 

6. Why should the instrument man examine bubble before making final 

reading ? 

7. Why is the first sight called "back sight"? 

8. Why is the back sight always a plus reading? 

9. When the back sight is added to the height of the bench mark, what is 

the result called? Why? 

10. Why is leveling work between bench marks called differential leveling? 

11. What is the proper form of notes on differential leveling work? 

12. In what column of the notes is the sum of the elevation and the back 

sight placed? 

13. In what column of the notes is the first rod reading placed? 

TURN TELESCOPE ON ITS AXIS AND AFTER THE RODMAN HAS 
SELECTED A PROPER TURNING POINT READ THE ROD. 

14. Why should the instrument man again examine the level bubble before 

taking final sight? 

15. If the bubble is out of center what should be done? Why is it a bad 

practice to place the hands on the tripod when sighting? 

16. What is the turning point and how is it indicated? 



WAR DEPARTMENT 



R. O T C. 

SURVEYING 

COMMITTEE ON EDUCATION JOB No. 103 

AND SPECIAL TRAINING • PAGE 3 



17. Why is a loose stone or pebble a poor turning point? 

18. Why should the turning point have a firm base? 

19. Why is the first reading on the turning point called a foresight? 

20. Why are foresights of a minus value? 

21. From what should the foresight be subtracted? 

22. In what column is the result placed? 

23. Why should points in leveling be in a straight line? 

24. Why is it necessary to have equal foresights and backsights? 

25. What signals have been used to inform rodman when to raise or lower 

their target? When sight is completed? 

PICK UP INSTRUMENT AND MOVE TO A NEW POSITION THE 
PROPER DISTANCE BEYOND THE TURNING POINT. PROCEED 
WITH WORK. 

26. What distance is being used for backsights and foresights? Is this dis- 

tance correct? Why? 

27. Why should one pair of leveling screws be pointed in the general direc- 

tion of the turning point? 

28. How can the instrument man expedite the work by taking a rough sight 

at the rod before making firm adjustment? 

29. Why should the leveling screws at all times be set up snug and not too 

tight? 

30. What is the sight now taken on the turning point called? In what 

respect does it vary from the first sight on bench mark? 

31. In what column of the notes is this reading placed? 

32. To what value is this reading now added? Where is the result placed? 

33. Having taken this reading what is the next step? 



WAR DEPARTMENT SURVEYING 

COMMITTEE ON EDUCATION JOB No. 104 

AND SPECIAL TRAINING PAGE i 



SURVEYING 

LEVELING 

Job No. 104 

Find Elevation of the Ground at Points Indicated 

Equipment. — Level, leveling rod, stakes, tape, axe, notebook, pencils, 
scratch pad. 

Instructions. — Drive a number of stakes 50 feet apart for a distance of 
1,000 feet. Level up instrument and take backsight on a known point of 
elevation — a bench mark. Run a line of profile levels, taking the elevations of 
the ground at each stake. Ground elevations to be taken to the nearest tenth 
of a foot ; turning points to be read to the nearest hundredth of a foot. When 
last stake is reached, select a turning point to one side; pick up instrument 
and set up in different place ; run back a line of levels over the turning points 
only, and check back to bench mark. 

1. In ordinary work how closely should the rod be read at intermediate sta- 

tions, and where should target readings be taken? 

2. In profile levehng what would be the limit of length of sight? Why? 

3. What is the law of increase of effect due to curvature? 

4. What error due to curvature is generally assumed per mile? 

5. Do cold and frost affect the accuracy of leveling? Why? 

6. Does heat cause errors in leveling? Why? 

7. Does sunlight affect the work and cause trouble? 

8. What is the best time of day to do accurate work? 

9. What is refraction? What is its effect on leveling work? 

10. How can one get an approximate difference of elevation of two banks of a 

river 1,500 feet wide? 

11. What is parallax? Does it cause errors in leveling work? 

12. How can one set up a level on marshy ground and get good results? 

13. What is radiation? How is its influence minimized? 

14. How often should a level be tested for its several adjustments? 

15. Which adjustment is most important? 

16. After a level is set up, how is its accuracy affected? How should leveler 

guard against such influences? 



WAR DEPARTMENT R. O. T. C. 

SURVEYING 
COMMITTEE ON EDUCATION jqB ^^ ^^ 

AND SPECIAL TRAINING PAGE j 



17. What errors are eliminated in keeping backsights and foresights equal? 

18. Should the leveler again read the target after signalling all right to the 

rodman? Why? 

19. What is the effect of the sun shining on the instrument? 

20. What is the allowable error in a circuit of levels four miles long? 



WAR DEPARTMENT SURVEYINQ 

COMMITTEE ON EDUCATION JOB No. 105 

AND SPECIAL TRAINING PAGE I 



SURVEYING 

LEVELING 

Job No. 105 

(A) Set Grade Stakes. (B) Stake Out Vertical Curve 

Equipment.— Level, level rod, tape, axe, stakes, notebook, pencils. 

1. What is meant by "grade"? "Grade Rod"? 

2. In how many ways may grade stakes be set? What are they? 

SET UP LEVEL AND DETERMINE HEIGHT OF INSTRUMENT. 

3. What is ordinary distance between stakes when grade is being given in 

construction work? 

4. How should the stakes be set ? 

5. What is the required elevation at each point where stake is to be set? 

6. Where are these grade elevations placed in notes? 

7. What is the ground elevation at each point? 

8. How is the grade rod figured for each stake? 

9. What are two common mistakes on this kind of work? 

10. How should grade stakes be marked in a cut? In a fill? 

11. What is meant by "shooting in grades"? 

12. Why is it not necessary to clamp the spindle in this work? How is this 

done? 

13. In what position should the cross hair be kept in this work? How is 

this done? 

14. What should be done if the sun shines in the object glass? 

15. Why should unnecessary walking about the instrument be avoided? 

16. What signals should be used to inform the rodman on this work? 

17. What errors should be avoided when rod without target is used? 

18. How often should level be tested for adjustment? 

19. What effect has heat and wind on precision of the work? 

20. Why should instrument be protected at all times? 

21. What governs the rodman's choice of turning points? 

22. Why should rodman endeavor to make sights equal? 

23. How can the rodman be assured that the rod is plumb? 



WAR DEPARTMENT R. O T C 

SURVEYING 

:>uuzrzzz ox eojcatiok 



AND s?ec:ai tjlaikikg 



JOB Ko !o: 
PAGE : 



2*. If a target is used will the work be facilitated? 

UPON DIRECTION OF INSTRUCTOR SET GRADE STAKES, CHECK 
WORK BEFORE LEAVING JOB. MARK CUT OR FILL ON STAKES. 

(B) Equipment. — Same as above. 

Directions. — Set stakes for a vertical curve connecting two gradients de- 
termined by instructor. 

25. What two general methods are employed in determining elevations for 

points on vertical curve? 

26. Where is the vertex of curve? What is its elevation? 

27. What is the proposed length of vertical curve? 

28. What is the station of numbers of the beginning and the end of this curve? 

29. At what intervals are the stakes to be set? 

30. What is correction at each point on the curve? 

31. What is the grade elevation at each point? 

32. What is the corrected grade elevation for each point on this curve? 

33. What should be done when the rate of change and the two grades are 

given? 

HAVING DETERMINED ABOVE INFORMATION PROCEED WITH 
STAKING OUT THE CURVE. 



WAR DEPARTMENT 8. a T. c 

COMMITTES G.V EDiJCATIOK JOS Xa. zaS 

AVD SPHCTAL TKAIWIITG PAC-3 r 



SURVEYING 

LE\"ELING 

/o^ .Vo. 106 

Adjust the Level 

EqTnpment. — ^Wye levdU Hasapf levd, two levdmg rods. 5~eel rape, zd- 
jostin^ pins, axe, stakes, noCdiook. pencils, scratc h pad. 

Instructions : Set op kivels in a steady place. Pttlut^i the seversl adjost- 
mpiits for bo^ types of msU-tuiwiils Arrange woric so st^iuds cza dtai^e 
£rom adjusting one instrtnnent to the other. 

1. Why are certain parts of an instmment made adjnstabfe? 

2. How often should die level be tested for its severs! adjastments? 

5. Which capstan screws move the vertical hair? The horizoatal hair' 
fore levding? 

4. Where are the capstan screws of the cross hair ring? 

5. Which capstan screws move the vertical hair? The horizontal hair? 

6. In making adjustments how can ""wear" on the holes in the capstan 

screws and nuts be avoided? 

7. What is the final step in completing any adjnstment? The ^na? adjust- 

mciit of the mstmment? 

8. Whoi the cross hairs appear to be cat of the carter of the Seld of visicn 

after adjustment, what is most Kkelv the troab!e^ 

ADJUST THE WYE LEVEL. 

9. Where is the line of sight? Line of coUimation? 

10. Where is die axis of the collars? 

11. Where is die axis of the btdible? 

12. When instruments are out of adjustmeBt what is the directioo ai the hne 

of the bottcHn of the wves? 

13. What is the vertical axis of the level? Where is it? 

14. Where is the axis of the level bar? Wl^n ii&tHBii ent is in ad justm ent 

what is its relatiixi to die vertical axis? 

15. What is object of the principal adjustments of the level- 

ADJUST THE CROSS HAIRS. 



WAS DEPARTMENT k. o T c 

SUHVSYING 

COKIOTTSE 03B EOCCATIO* ,Ob k& -rf 
AX3 i=ECIAI, •ntAlKlXC PAGE : 



16. What is the object of — ; i: _ --.e-:? 

17. Wmtiie tdescc^K -i>e ; :-t t ;:; ;- r. re %vyes? 

WlTHINSTRUiI-Z.\r ;.-.?-£ JVllV £17 'J? IIP.ZCT LIKE O? SIGHT 
TO SOME WELL DEFINED POINT. ROT..^rz TZ1Z5C0PE IN W^TES 
UNTIL BUBBLE TUBE IS ON TOP. 

18. Does tbe fine of sigiit Femain on the same point? 

19. What is die iWisifwi if line cf sizbt d^-es remain on same point? Does 

not remam on same pcir.:* 

20. If fine of sight during a :: — 7 r:r rrvc.uucr. rf the -s-yes re— = r? :-. :-.e 

same point. 'what is tl-f :;: ^ -• If :■: dees r.::" 

21. If both cross twtil^ Ere :r "re t; ~" -.1: ;.""-:_-i rt izr.t' 

22. Why are the hairs ;:rrr::ri : -1 :.-^ = ;:rrr;:;:r. :;: :r.e-half the 

apparent error? 

23. How are Ae hairs ir.:-rt hs :- rue;: :- -2- 

24. If after this ad jostrr.i- -t .- i - -: i;e; r.:: re— i:r. :r. the point, 

what shonld be doner 

25. What princqde is involved, in this s: -r— er.:' 

26. If cross hair ting does not move whe- ;;: i- : ; ; i-e r:;-;: n: 

should be dcKK? 

ADJUST THE BV331E TUBE. 

27. Into what two general divisaons is •- : - : _::rr.er.t di-.-lded- Art these 

steps dependent on each other? 

28. Whs: is the ::;?:: : :' :-e first step? 

29. Wha: ;; tr.e -.e:-.;i zi correction? 

IZZl 7Z Z5C0PE OVER DLAGONALLY OPPOSITE LEVELING 
SCP^'.VS CLAiCP TELESCOPE IN THIS POSITION. ROTATE 
TELESCOPE A FEW DEGP^EES IN THE WYES L'NTIL TUBE IS NOT 



:rews for this adjustment? 
' ef in this adjustment? 

aced on telescope daring this adjustment? 

."EL TELESCOPE 0\^R TWO DIAGONALLY OPPOSITE LEVEL- 
SCREWS. CLAMP TELESCOPE IN THIS POSITION. REMOVE 
.E SCOPE FROM "VrVES, AND REPLACE IT TURNED END FOR 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



H. O. T. C 

SL'SVKVIN' 
JOB Ha. zat 

PAGE J 



38. 



39. 
40. 



35. What is the object of the second step on the bubble adjustment? 

36. Does the bubble retain the center of tube? If not what should be done? 

37. Why is the bubble brought half way back in this adjustment? How is 

this done? 
If the bubble does not remain in the center of tube when reversed after 

adjustment, what should be done? How? 
What principle is involved in this adjustment? 
What precaution is necessary when turning telescope end for end? 

ADJUST THE WYES. 

41. What is the object of this adjustment? 

42. What principal lines are eiiected in this adjustment? 

LEVEL TELESCOPE OVER TWO DIAGONALLY OPPOSITE LEVEL- 
ING SCREWS. BE SURE BUBBLE IS EXACTLY IN CENTER OF 
TUBE. REVOLVE TELESCOPE iSo^ ON ITS VERTICAL AXIS. 

43. Does the bubble remain in the center of the tube? What should be done? 

44. Where should bubble remain when this adjustment is completed? 

45. Where are the large capstan nuts for this adjustment? 

46. What is the method of correction for this adjustment? 

WHEN CORRECTION HAS BEEN MADE LEVEL INSTRUMENT AND 
CHECK POSITION OF BL^BLE DURING COMPLETE REVOLUTION. 

47. What is the principle involved in this adjustment? 

48. What is the relative importance of this adjustment? 

49. Why should alternate tests be made over different leveling screws? 

50. If this adjustment cannot be satisfactorily made what should be done? 

HAVING COMPLETED THIS ADJUSTMENT TO SATISFACTION OF 
INSTRUCTOR. PROCEED TO ADJUST DUMPY LEVEL. 




;CT:r7 



— L'Tie of S'q^t 



WAR DEPARTMENT R. O. T. c. 

SURVEYING 
COMMITTEE ON EDUCATION jOB No. io6 

AND SPECIAL TRAINING PAGE 4 



51. What is the difference in adjustment between WYE LEVEL and 

DUMPY LEVEL? 

52. What is the difference in the construction of the two types of instru- 

ments? 

53. What is meant by the "Peg Method" of adjusting Dumpy Levels? 

54. What two methods are employed for the adjustment? 

SET UP DUMPY LEVEL AND PROCEED AS INDICATED IN FIGURE. 

55. How far apart should the stakes be set in this adjustment? 

56. Should the tops of the stakes be set level? 

57. Since the F. S. and B. S. are equal are there any errors of adjustment? 

58. Where is the instrument first set? 

59. Should it be on line between the stakes or at one side of line? 

60. Is it necessary to use a target rod? 

61. Where is the rod first held? 

62. Where is the rod next held? 

63. Is the target changed? 

64. If the cross hair does not line up on center target what is the next step 

with instrument? 

65. How are the cross hairs brought to target center? 

66. How is bubble brought to center of telescope? 

67. How can you test the adjustment of the instrument? 

68. Is the "peg method" an exact method? Why? 

69. Can the bubble be correctly adjusted by the peg method before the line 

of collimation is adjusted? 

70. If the bubble does not remain in the center as the telescope is revolved, 

what is the next step? 

71. How is the adjustment made? 

72. As a rule is it better to adjust the cross hairs or the bubble tube? Why? 

73. Why is the non-adjustable bubble tube of the Dumpy, preferred in stand- 

ard practice? 

74. If the Dumpy level has no provision for raising and lowering the stand- 

ards, how can these be adjusted? 



WAR DEPARTMENT ^ R. O. T. c. 

SURVEYING 
COMMITTEE ON EDUCATION jOB No. 107 

AND SPECIAL TRAINING PAGE i 



SURVEYING 

TRANSIT 

Job No. 107 



Set Up Transit and Prolong a Straight Line 
Balance Instrument In On This Line 



Equipment. — Transit, hatchet, stakes, sighting poles, notebook, pencils, 
scratch pad, tacks. 

Instructions. — (a) Prolong a straight line. Drive two stakes about 300 
feet apart, so located that the line between them can be prolonged some dis- 
tance. Mark stakes first driven A and B. Set up over stake B, backsight on 
A and prolong line and set stake C on line. Check this sight by double center- 
ing. Check the job by setting up at C and over B to A. 

(b) Drive two stakes 500 feet apart. Set instrument midway and balance 
in transit by setting transit on line. When the instrument appears to be on 
line, check this work by double reversal. 

1. How is transit "set up?" 

2. How is instrument leveled up? 

3. What type of transit is being used? 

4. How tight can the leveling screws be "set up?" 

5. How many leveling screws are manipulated at a time? 

6. Is it necessary to wipe off lenses? Why? 

7. What are the precautions to be observed in "setting up" instrument on 

wooden floor? 

8. How should the transit be carried from place to place? 

9. How should the transit be carried when passing through an opening such 

as a door? 

10. How is the plumb-bob string tied so that it will move freely? 

11. What will be the error in an angle in a distance of 600 feet if the point 

of the plumb-bob is 1 inch off center of tack? 

12. Should the centering of the plumb-bob over the tack be examined before 

taking sight? 

13. How can the cross hairs be brought into focus if they show as dim lines? 



WAR DEPARTMENT SURVEYING 

COMMITTEE ON EDUCATION JOB No. 107 

AND SPECIAL TRAINING PAGE 1 



14. After focusing the cross hairs how is telescope focused? 

15. Can a transit be used as a leveling instrument? Why? 

16. If a person wears eye glasses should sighting through the telescope be 

done with glasses on or should they be removed? Why? Is the ac- 
curacy of the work affected? 

17. What should be done if, when sighting through the object glass of the 

telescope, no object can be seen? 

18. When is sighting done through the object glass of a telescope? 

19. How should the tripod legs be held when placing instrument over the 

stake? 

20. What is the purpose of the clips near the bottom of tripod legs? 

21. If ground is frozen what should be done to insure a firm footing for 

tripod? 

22. How should tripod be manipulated when setting up instrument on a side 

hill? 

23. After instrument is set up what is the first step taken? What is it called? 

24. What is meant by "plunging the telescope"? 

25. After "plunging telescope" what is the next step called? 

26. What is meant by permanent backsight ? 

27. Before taking backsight what precaution is necessary to be taken with 

upper plates? 

28. What is a quick way of roughly lining in the telescope before taking 

backsight? 

29. How is the instrument clamped for the first sight? 

30. What is the final adjustment of the line of sight when taking a back- 

sight? 

31. Where is the lower tangent screw? 

32. Should the lower motion in instrument be clamped tightly? How tight? 

33. What is meant by the azimuth? 

34. What is meant by reversing in azimuth? 

35. What is meant by reversing in altitude? 

36. What is the best method to run a straight line a mile in length in order 

to secure the greatest accuracy? 

37. What are methods for prolonging a straight line? 

38. How can a transit "be balanced in" on a straight line (jump a line) ? 

39. How can such a position of the transit be checked? 



WAR DEPARTMENT k. O. t c. 

. SURVEYING 

JOB Mo. 107 

PAGE 3 



COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



40. In running a line with a transit by foresight and backsight with several 

set-ups, would a straight line be established if the foresights and 
backsights are kept equal? 

41. What is meant by compensated errors? 

42. What is the best length of sight? Why? 

43. Does radiation have any effect on transit work? 

44. Can a straight line be prolonged accurately with a transit out of adjust- 

ment? Why? 



R. O. T. C. 

WAR DEPARTMENT SURVEYING 

.^,^», JOB No. loS 

COMMITTEE ON EDUCATION p^^^ ^ 

AND SPECIAL TRAINING 



SURVEYING 

TRANSIT 

Job No. 108 

Read Vernier on a Transit 

Equipment.-Transit, stakes, hatchets, sighting poles, plumb-bob stakes, 
notebooks, pencils, scratch pad, magnifying glass. 

Instructions—Set up transit carefully. Clamp the plates of transit to- 
gether read the limb and vernier. Record the total angle both clockwise 
and counter-clockwise. Read the vernier on opposite side. Repeat this opera- 
tion eight times. Record all values. 

1. ExamirTe both plates of transit. What are the sub-divisions on the out- 

side plate? 

2. What are the sub-division on the inner plate? 

3. Which plate is the limb and which the vernier? 

4. Into how many divisions is the limb divided? 

5. Into how many divisions is the vernier divided? 

6. Is the limb divided into equal parts? Why? 

7. Is the vernier divided into equal parts? Why? 

8. How many parts on the vernier equal ten parts on the limb? 

9. Where is the zero of the vernier? 

10. Where is the A vernier? B vernier? 

11. What is the principle of the vernier? 

12. What is a direct vernier? 

13. What is a retrograde vernier? 

14. What type is in the transit? 

15. How can the smallest reading of the vernier be determined? 

16. What- is meant by "least count" of the vernier? 

17. Is the principle of vernier on the transit a general one or is it applied 

only to the transit? 

18. What is the smallest direct reading of the vernier? 

19. How can smaller divisions be approximated? 

20. Is this good practice? Is it any more accurate? 



WAR DEPARTMENT SURVEYING 

COMMITTEE ON EDUCATION JOB No. io8 

AND SPECIAL TRAINING PAGE 2 



21. When reading a vernier what is the first step? 

22. What is the general method of reading the vernier? 

23. What is a double vernier? 

24. What kind of a vernier is on the transit? 

25. Which side of the double vernier should be read? 

26. How is the vernier reading to be estimated from the limb before being 

read? 

27. What marks should be examined closely in reading the vernier? 

28. How many of these marks should be examined? 

29. How close does this vernier read? 

30. If an angle can be read to 30 seconds on a vernier reading to minutes, 

what is the greatest error involved in reading such a vernier? 

31. Is it necessary to use any precautions in setting a vernier? What are 

they? 

32. What is the first precaution? Is it the most essential? 

33. What is the most common mistake made in reading a vernier? 

34. What are other common mistakes that can be made? 

35. Make a sketch showing how to construct a vernier reading to 30 seconds. 

36. Construct a vernier reading to 20 seconds. 

37. Does parallax cause error in reading a vernier? Why? 

38. Why should a reading glass be used in reading a vernier? 

39. Why is it necessary to shade the vernier when reading? 

40. Why is it good practice to read vernier on both sides of transit? 

41. Will they always read the same? Why? 

42. In using a transit, what would you expect the average error in each 

of a number of angles to amount to? 

43. If these errors should be considerable, how would you determine v/here 

error can probably be found? 



WAR DEPARTMENT R ° T. c. 

SURVEYING 
COMMITTEE ON EDUCATION JOB No. 109 

AND SPECIAL TRAINING PAGE i 



SURVEYING 

TRANSIT 

Job No. 109 

Measure and Record Vertical Angles Taken 

Equipment. — Transit, stakes, axe, sighting poles, notebook, pencils, 
magnifying glass. 

Instructions. — Drive a stake on a low contour and carefully set up instru- 
ment over same. Drive another stake on a much higher contour and several 
hundred feet away and in line to the top of the first stake, then sight to win- 
dow or some defined point on the building, and then to a point on the roof of 
the building. Measure the angle from the horizontal to top of building. 

1. Does the sum of the three angles check with the total angle? 

2. If the line of sight is not truly horizontal how is it adjusted? 

3. Is the vernier on the vertical arc read any differently than the vernier on 

the horizontal plane? 

4. Where is the zero of the vertical circle when line of sight is horizontal? 

5. What difference is there in reading a vertical angle with a full circle than 

arc with a quadrant? 

6. What is the index error? 

7. How is the index error considered when measuring the vertical angle? 

8. When is the index error a plus error and when a minus error? 

9. When vertical angles are measured where is the vertex of the angle? 

10. When a vertical angle has been measured how can you tell whether to 

add or subtract the readings? 

11. Is it enough to know the vertical angle in order to determine the height 

of an object? Why? 

12. Would the method of procedure be any different if the vertical angles 

were not measured from the horizontal plane? 

13. Why is it necessary in military work to measure vertical angles with 

precision? 



WAR DEPARTMENT ^- ° ,, „ 

SURVEYING 

COMMITTEE ON EDUCATION JOB No. no 

AND SPECIAL TRAINING PAGE I 



SURVEYING 

TRANSIT 

Job No, 110 

Measure and Record the Horizontal Angles to Several Stakes 

Equipment. — Transit, stakes, hatchet, sighting poles, notebook, pencils, 
magnifying glass. 

Instructions. — Stake out a quadrilateral by setting four stakes at random. 
These stakes should be not less than 200 feet apart. Set a stake in the middle 
of the polygon and set up transit over it. Sighting at one of the stakes at 
one corner of the polygon measure the successive angles accurately and sep- 
arately in a clockwise direction. 

REVOLVE THE UPPER AND LOWER PLATES UNTIL THE ZERO 
OF THE LIMB COINCIDES AS CLOSELY WITH THE ZERO OF THE 
VERNIER AS CAN BE DONE BY OBSERVING WITH THE EYE. 
CLAMP PLATES IN THIS POSITION, ADJUST ZERO MARKS THAT 
THEY MAY COINCIDE EXACTLY BY TURNING THE TANGENT 
SCREW IN THE PROPER DIRECTION. 

1. How can you be sure that the instrument is set at zero? 

2. Do the proper marks on the opposite side of the plate coincide? 

3. Is the instrument now correctly set for reading angles? Why? 

SIGHT AT ANY POINT A; BRING THE VERTICAL HAIR TO CO- 
INCIDE WITH THE CENTER OF MARK AS NEAR AS CAN BE DONE 
BY APPROXIMATION. CLAMP THE LOWER MOTION. ADJUST 
THE LINE OF SIGHT TO COINCIDE EXACTLY WITH CENTER OF 
MARK BY TURNING LOWER TANGENT SCREW IN THE PROPER 
DIRECTION. 

4. Is the instrument now ready for measuring angles? 

5. Why is it necessary to examine the plumb-bob for proper centering 

over C? 

6. If the plumb-bob is not properly centered, how can it be adjusted? 

LOOSEN THE CLAMP ON PLATES. TURN THE UPPER PLATE 
UNTIL THE LINE OF SIGHT NEARLY COINCIDES WITH CENTER 
OF NEXT STAKE. CLAMP THE PLATES. ADJUST FOR FINER 
SIGHTING BY USING TANGENT SCREW ON PLATE. NOW READ 
THE ANGLE. 

7. In which direction did you turn the telescope when measuring the angle? 

8. In which direction do you read the vernier for the smaller subdivision 

of the angle? 



WAR DEPARTMENT R. O. T C 

SURVEYING 
COMMITTEE ON EDUCATION jOB No no 

AND SPECIAL TRAINING PAGE 3 



9. Is the measured angle of the same value on both verniers? Why? 

REPEAT THIS OPERATION FOR THE REST OF THE ANGLES AND 
CHECK THE SUM TOTAL OF THE FINAL RESULTS. 

10. What is the difference in the operations in taking the angles to the left 

rather than to the right? 

11. How may a number of angles be measured from the same backsight? 

12. Is it necessary to always set the vernier at zero in order to measure the 

angle? 

13. Why is the A vernier used in preference to the B? 

14. How is the value of the angle first estimated by the eye? Is it a good 

habit to so estimate? 

15. Can the telescope be turned without moving the upper plate? Why? 

16. What is the first precaution after taking a backsight? 

17. Is it good practice to rest the hands on the tripod while sighting at a 

point? 

18. What is a "permanent" backsight? 

19. If required to measure angles rapidly is it necessary to use the upper 

clamp? 

20. What are the sources of error in measuring horizontal angles? 

21. What are the precautions to be observed when using the verniers to read 

angles? 

22. What are the most common mistakes made in reading angles? 

23. Is more accurate work done by the use of the magnifying glass? 

24. How are angles measured if the backsight is prolonged? 

25. What is the error in a line of sight in a distance of 1000 feet if a sight is 

taken at the top of a rod 8 feet long, if the top is 54 inch out of plumb? 

UNCLAMP THE INSTRUMENT AND ADJUST THE PLATES TO READ 
ZERO. LOOSEN THE LOWER MOTION AND SIGHT AT CENTER 
OF A STAKE. MEASURE CLOCKWISE THE ANGLE TO THE NEXT 
STAKE. LOOSEN LOWER MOTION SIGHT AT FIRST STAKE AGAIN 
WITHOUT SETTING THE VERNIER. MEASURE THE ANGLE BE- 
TWEEN THE TWO STAKES. THE ANGLE IS NOW DOUBLED. RE- 
PEAT THIS OPERATION UNTIL ANGLE IS MEASURED ON THE 
PLATE SIX TIMES. THIS IS CALLED MEASURING ANGLES BY 
REPETITION. 

26. What are the chief precautions in measuring angles by repetition? 

27. Should both verniers be read in repetition work? How often? 

28. What is the mean value of the angle measured? 

29. What errors are eliminated by this process of measuring angles? 



WAR DEPARTMENT R- O. T. C. 

SURVEYING 
COMMITTEE ON EDUCATION jOB No. iii 

AND SPECIAL TRAINING PAGE i 



SURVEYING 

TRANSIT 
Job No. Ill 



This job should be done only with an instrument which is out of 
adjustment and then only upon the authority of the head instructor. 

Adjust the Transit 

Equipment: Transit, stakes, steel tape, leveling rod, sight pole, adjusting 
pins, notebook, pencils. 

Instructions: Set up transit firmly in a level place where foresights and 
backsights of several hundred feet length may be made. Adjust the transit 
performing each of the principal adjustments. Students should realize that 
surveying instruments are delicate machines and therefore must be handled 
with care. 

1. Has an accurate set-up been made over the tack? 

2. Is the instrument now ready for the first adjustment? 

3. Has instrument been carefully leveled for the first adjustment? Test the 

accuracy cf the levels and adjust the plate levels if necessary. 

4. Why is the adjvistment of the plate levels important? 

5. Have the plate level bubbles been changed in position by 180 degrees? 



Horizontal <* 




WAR DEPARTMENT R. O. T. C. 

SURVEYING 
COMMITTEE ON EDUCATION jOB No. iii 

AND SPECIAL TRAINING PAOE a 



6. Do the bubbles still remain in the center of the tube? 

7. Will changes of temperature affect size of the bubble? 

8. If the bubbles are now displaced in this position, was the plate horizontal 

in the first position? Was the bubble tube horizontal? 

9. Does the plate in the second position make the same angle as in the first 

position? V/hat has happened? 

10. Is the bubble tube in the second position parallel to the plate? 

11. What is the value of the angle that bubble tube in the second position,. 

makes with the horizontal? Through what vertical angle has the 
bubble tube rotated? 

12. How much of the displacement of the bubble is caused by the inclination 

of the bubble tube to the plate? To the inclination of the plate? 

13. Should the bubble be brought back half of its apparent displacement by 

adjusting the capstan screw on its supports? 

14. After adjustment in 13 is perfoi^ed, should the plate be leveled? 

15. If the instrumeut is now reversed and the bubble remains in the center 

of tube, are the plate levels adjusted? 

16. Should a further displacement appear should the steps be repeated? 

17. What is meant by the principle of "reversion" as applied to transit 

adjustments? 

ADJUST VERTICAL CROSSWIRE. 

18. What is the general, use of the horizontal crosswire in the telescope? 

19. What is the goneral purpose of the vertical crosswire? 

20. ShoiUd the vertical crosswire be absolutely vertical? To what degree of 

accuracy must the vertical crosswire be adjusted? 

21. Are the crosswires set at exactly 90 degrees with each other? 

22. Are they rigidly fastened in this position on the crosswdre ring? 

23. If the vertical Ci'osswire were truly vertical would the horizontal crosswire 

be truly horizontal? 

24. Is the adjustment of the vertical crosswire a difficult one? 

WITH INSTRUMENT CAREFULLY SET UP AND LEVELED, SIGHT 
ON SOME WELL DEFINED POINT WITH LOWER PART OF VERTI- 
CAL CROSSWIRE. CLAMP THE PLATES, DEPRESS THE TELE- 
SCOPE. 

25. If the crosswire remains on point is it vertical? If not, what? 

26. To adjust, should the two adjacent screws holding the reticule be 

loosened? 

27. Would slightly tapping the reticule move the vertical wire? 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



R. O. T. C. 

SURVEYING 

JOB No. Ill 

PAGE 3 



28. How far should the upper part of the wire be moved to adjust? 

29. Having tightened the screws would it not be advisable to repeat the test? 

ADJUST THE LINE OF SIGHT. 

If the line of sight is truly perpendicular to the horizontal axis of the 
telescope (trunnions) will the line of sight generate a plane when 
telescope is plunged? 

If the line of sight is not truly perpendicular, what will it generate when 
telescope is plunged? 

Examining figure what will be the value of the angle oc between a back- 
sight and a foresight? 



30 



31 



32 




-^^"i^t^^^'^^'^^ 



o' - Deviation of Line of 5ig 
from Normal - Error 



Line of Sight Not Perpendicular to Trunnions. 

Fig. 9. 

33. If the telescope when plunged for two foresights, (one normal, and one 

reversed) and the line of sight does not coincide, is the line of sight 
perpendicular to the trunnions? 

34. Where would the true foresight be? 

35. What is the value of the total angle between the two observed foresights 

with reference to the instrumental error? 

36. Would the first step to correct this error be to sight on a point P about 

300 feet away from transit? 

37. Would the next step be to plunge and set stake Q the same distance as in 

question 36 on the opposite side of transit? 

38. Should the instrument now be reversed and a point set where this direction 

indicates? 

39. If this line of sight crosses the tack at P is it necessary to adjust the line 

of sight? 

40. If the line does not cross the tack or even strike the stake, should a second 

stake R be set? 

41. What is the distance between P and R? 

42. To adjust for line of sight what proportion of the distance PR should be 

taken to set the stake S for the next sight ? 

43. How is the vertical wire brought on line of stake S? 



WAR DEPARTMENT 



COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



SURVEYINi 

JOB No 111 

PAGE 4 



44. Should the telescope or plates be disturbed in taking sight at stake S? 

45. If further adjustment is now necessary how would you proceed? 

ADJUST THE HORIZONTAL AXIS. 

46. What is the horizontal axis of the telescope? 

47. How is it supported? 

48. If the trunnions are truly level would the plane of sight be vertical? 

49. Is it necessary to have the plane of sight vertical in order to measure 

angles correctly? 




Positions 
of Horizontal 
Axis 



Telescope Trunnions Inclined 

Fig. 10. 

SIGHT ON SOME CLEARLY DEFINED HIGH POINT, P. SUCH AS 
A CORNER OF A ROOF, DEPRESS THE TELESCOPE AND MAKE 
A MARK ON THE GROUND. 

50. Do the transit, point P and mark A determine a plane? 

51. What is the plane if the trunnions are level? If not level? 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



SURVEYING 

JOB No. Ill 

PAGE 5 



52. Would the next step be to reverse and plunge instrument, and sight on P 

again? 

53. Should the telescope be now depressed and mark B made on the ground? 

54. What is this operation called and what is the amount of the error if points 

A and B do not coincide? 

55. How much of the distance AB should be used to adjust? 

56. How is the adjustable end of the trunnion raised and lowered for this 

adjustment? 

57. After the adjustment has been made is the horizontal axis now level? 

58. If not level is it necessary to repeat this operation? 

ADJUST TELESCOPE LEVEL. 

59. In order to read vertical angles correctly and to take correct level read- 

ings should the axis of the telescope be parallel to the axis of the 
bubble tube? 

60. If not parallel, in what position will the telescope be when bubble is 

centered ? 



lineV SisW No)- Parallel fa Axis of 
Telescope Level Tube 




- Honzonfal Li 
bne of SigM 



APPLY THE "PEG METHOD" OF ADJUSTMENT AS SHOWN IN 
THE DIAGRAM. 

61. Is the method about the same as that used for the dumpy level? 

ADJUST THE VERTICAL CIRCLE. 

62. What should be the reading of the vernier on the vertical circle if instru- 

ment is in adjustment? 

63. If vernier circle does not read zero, would there be a constant error? 

64. If the vernier is adjustable, how should it be set to read zero? 

65. If vernier is not adjustable, what is this error called? 

66. Can this error be plus or minus? 



WAR DEPARTMENT R. O. T. C. 

SURVEYING 
COMMITTEE ON EDUCATION jOB No. iii 

AND SPECIAL TRAINING PAGE 6 



67. After all the above adjustments have been made, is the instrument in 

perfect adjustment? 

68. What adjustments are dependent upon one another? 

69. If independent, is it advisable to try out the several adjustments again? 

70. Is it always necessary to have instruments in perfect adjustment to secure 

good work? 

71. How may such errors be "balanced off"? 

72. Must the bubbles in plate levels be in the center of the tube to do good 

work? 

73. What would you do if one plate level bubble is broken and the work 

must be done? 

74. Can one point on vertical crosswire be used for all sights? If this is done, 

will the work be satisfactory without further adjustment? 

75. If the line of sight is out of adjustment, how may correct foresights be 

established without further adjustments? 

76. If the trunnions are out of level can correct measurement of angles be 

made? 

77. Does the same truth in 76 apply in case of the vertical angle? 

78. If there is an index error, how can one proceed to do the work? 

79. Is it good practice to use instruments that are out of adjustment? 



WAR DEPARTMENT R o T. c. 

SURVEYING 
COMMITTEE ON EDUCATION jOB No. 112 

AND SPECIAL TRAINING PAGE i 



SURVEYING 

TRANSIT 

Job No. 112 

Produce Two Lines to a Physical Intersection and Measure 
the Intersection Angle 

Equipment. — Transit, stakes, sighting poles, axe, tacks, piece of string, 
notebook, pencils. 

Instructions. — Place four stakes approximately in the position indicated 
below at stations A, B, C and D. 




Intersectior. An$le~"J^^i>«-., 



1. Have the stakes been firmly driven into the ground? Why is it neces- 

sary? 

2. Why is it necessary to center the stakes by driving a tack in each stake? 

3. Are the tops of the stakes approximately parallel to the surface of the 

ground? Is this good practice? 

SET UP THE TRANSIT AT STATION A, TAKE FORESIGHT ON B. 

4. Is the transit in good adjustment? What constitutes good adjustment? 
.5. If the sight rod is not held plumb how will it affect the accuracy of 

the work? 
6. Is it necessary to set plates at zero? Is it good practice to do so? 



WAR DEPARTMENT R. O. T C 

SURVEYI^ 

COMMITTEE ON EDUCATION jqB jjo d 

AND SPECIAL TRAINING PAGE i 



1. Are the cross hairs visible for sighting? How can they be brought into 
focus ? 

8. Before taking sight examine the plate level bubbles : is everything in 

good order to proceed? 

PRODUCE LINE OF SIGHT IN THE DIRECTION OF E AND PLACE 
TWO STAKES ON THIS LINE OF SIGHT SO THAT WHEN THE 
LINE CD IS PRODUCED IT WILL CUT BETWEEN THE TWO 
STAKES NEAR E. 

9. Should the position of the stakes be located by sighting on rod or on 

stakes directly? 

10. How far apart should the stakes near E be placed? 

11. What will be the consequence of setting tops of stakes too high? 

12. Should the stakes be more carefully centered by setting a tack on each 

stake on the line AB? 

13. Should the points on the stakes be more accurately placed by double 

centering? What is "double centering"? 

SET UP TRANSIT AT C AND PRODUCE LINE OF SIGHT OVER D TO 
INTERSECT STRING LINE NEAR E, DRIVE STAKE AT INTERSEC- 
TION AND CENTER WITH TACK. 

14. In making intersection how is string to be stretched over center of tack? 

15. After stake has been driven, how should the string be placed over the 

stake so that it will almost touch the top of the intersection stake? 

HAVING CENTERED INTERSECTION STAKE WITH TACK SET UP 
TRANSIT AT E AND MEASURE THE INTERSECTION ANGLE BY 
REPETITION. 

16. What is the value of the intersection angle? 



WAR DEPARTMENT SURVEYING 

COMMITTEE ON EDUCATION JOB No. 113 

AND SPECIAL TRAINING PAGE i 



SURVEYING 

TRANSIT 

Job No. 113 

Measure Distances and Angles in Quadrilateral in Job No. 112. Check 
Value of Intersection Angle Job No. 112. 

Equipment.— Transit, stakes, sighting poles, axe, tacks, piece of string, 
notebook, pencils. 




Intersection An*!e T^i'*^. 



MEASURE VERY CAREFULLY THE LENGTH OF EACH SIDE OF 
THE QUADRILATERAL ABCD AND THE DISTANCES BE AND DE. 

1. Why is the tape tested for length and examined with respect to the 

graduations? 

2. Why should the tape be examined to see whether it has been repaired 

any time and if so whether the repairing has been done carefully? 

3. What is the standard pull for the tape you are using? 

4. Why is it a standard length only at a certain temperature? 

5. Have you tested for these natural influences by measuring one length 

of the tape in early morning, at noon and in late afternoon? What 
is variation? 

6. In very accurate work both corrections for pull and temperature must 

be made. What about ordinary work? 



WAR DEPARTMENT SURVEYING 

COMMITTEE ON EDUCATION JOB No. 113 

AND SPECIAL TRAINING PAGE J 



7. How will poor alignment of tape affect the accuracy of the measurement? 

8. What is the effect in measuring if the tape is not held horizontal? 

8. How will too much sag in the tape effect the value of the measurements? 

10. In measuring any distance how will careless marking of each tape length 

affect the work? 

11. How do the errors creep into the work from improper reading of tape? 

12. What is a fair hmit of precision in ordinary tape work? In precision 

work? 

13. How is it that mean value of a series of tape measurements is nearer 

correct than a single one? 

14. What are lengths of the side of the quadrilateral and the lengths of 

BE and DE? 

SET UP TRANSIT AT EACH STATION AND MEASURE THE INTER- 
IOR ANGLES OF THE FIGURE. MEASURE THE ANGLES EBD AND 
EDB. 

15. What precautions have been observed necessary in good transit work? 

16. Does the sum of the four angles of the quadrilateral equal 360 degrees? 

17. If there is any discrepancy in the sum of these angles, to what is the 

error due? 

18. Would mistakes appear, due to improper manipulation of the transit?? 

To poor reading of the angles? Setting up of transit? Sighting? 

19. How does a windy day affect the accuracy of the work? 

20. In what one of these possibilities is it most likely that you have made 

your mistake? 

In ordinary work with transit reading direct to minutes only, the permis- 
sible error in angular measurement is 1 minute in 1,000 feet, or in linear meas- 
urement 3 inches in 1,000 feet; with instrument reading to 30 seconds, which 
is fair work, the permissible error is 114 inches in 1,000 feet. In fairly good 
work for field artillery the error should never be greater than ^g-inch in 1,000 
feet. In precision work as required in coast artillery, where readings are 
taken to seconds, the error should never be more than 1/16 of an inch in 
1,000 feet. 

21. In what classification is the work you have done? If not satisfied with 

your work repeat the problem. 

22. Knowing the lengths of the sides of the quadrilateral, draw a line AD 

forming two triangles. Using the measured value of angle ACD, 
calculate remaining angles in triangle and the distance AD. Does the 
calculated distance AD check with the measured value? 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



SURVEYING 

JOB No. H4 

PAGE I 



SURVEYING 

TRANSIT 

Job No. 114 

Determine Height of an Inaccessible Object Using Transit and Tape 
Equipment : Transit, stakes, steel tape, notebook, pencils, tables. 



200' 



Level ground C 

Fig. H. 

LAY OUT BASE LINE AB. LET D BE SOME INACCESSIBLE POINT, 
AS THE TOP OF A CHURCH STEEPLE OR THE TOP OF A FLAG 
POLE. MEASURE THE VERTICAL ANGLES A AND B. COMPUTE 
THE HEIGHT OF THE OBJECT D ABOVE THE GROUND LEVEL. 

1. Are the stakes at A and B approximately level? 

2. Has the distance AB been measured very carefully? 

3. Are the plate levels of the transit in adjustment? 

4. Should the bubble in the level tube be adjusted for vertical arc measure- 

ment? 

5. Is there an index error on the vertical arc ? 

6. Is it a plus or minus correction? 

7. What are the value of the angles A and B? 

8. Is there enough data given to compute the height of the object D? 



WAR DEPARTMENT 



COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



SURVEYING 

JOB No. !i4 

PAGE 2 



9. Can the vertical angle be doubled with the transit you are using? Is it 
necessary? 

10. What is the height of the object D above the level of the instrument? 

11. Should the distance from center of telescope to the ground be added to 

obtain correct results? 

12. If the distance BC can be measured, what is the height of the object D 

by calculating this distance in triangle BCD? 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



SURVEYING 

JOB No. lis 

PAGE 1 



SURVEYING 

TRANSIT 

Job No, 115 



Determine Height of an Inaccessible Object Using Transit and Tape 
Equipment: Transit, stakes, steel tape, notebook, pencils, tables. 

D 



A2 






nd__. 



Fig. 15. 

LAY OUT BASE LINE AB ON SLOPING GROUND. LET D BE SOME 
INACCESSIBLE POINT AS TOP OF CHURCH STEEPLE OR THE 
TOP OF A FLAG POLE. MEASURE THE VERTICAL ANGLES 1 AND 
2 AND THE HORIZONTAL ANGLES 3 AND 4. FROM THIS DATA 
COMPUTE THE HEIGHT OF THE OBJECT D ABOVE THE 
HORIZONTAL. 

1. Why should the distance AB be measured carefully, using plumb bobs? 

2. Has the distance AB been measured on a level line? 

3. If the slope distance AB was measured and the difference in elevation 

between stakes A and B determined, how can the true horizontal dis- 
tance between A and B be determined? 



WAR DEPARTMENT R O. t c. 

SURVEYING 
COMMITTEE ON EDUCATION jOB No lis 

AND SPECIAL TRAINING PAGE > 



4. Are the plate level bubbles in adjustment? 

5. Are the telescope bubbles in adjustment? 

6. What is the height of the object D above the ground? 

7. In order to obtain the correct distance should the height of the instrument 

be added to the calculated distance? 

8. What triangles must be solved in order to determine the height of the 

object D? 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



SURVEYING 

JOB No. ii6 

PAGE I 



SURVEYING 

TRANSIT 

Job No. 116 

Produce a Line Through an Obstruction as Shown in Figure 

Equipment. — Transit, stakes, sighting poles, axe, tacks, notebook, pencils. 



2. 



3. 



4. 



500' 



B 



/T"? 



C-, Trees' 



3. 



j'^mit of error 



'■'' i?:^- I '3 -Trees 



'€^. 



Fig. 16. 

SET STAKES A AND B AND USING TRANSIT, SET STAKE AT D, 
MEASURING ANGLES AND DISTANCE. 

1. Have the proper precautions (Job Sheet 111) been observed before transit 

work is begun? 
Why should line BD be measured more than once? How many times 

has it been measured? 

How many times has the deflection angle at B been turned? 

MOVE TRANSIT TO STATION D AND LAY OUT THE LINE DC 
WITH THE RECORDED ANGLE IN THE GENERAL DIRECTION C 
AND PLACE STAKE AT C, HAVING FIRST ASCERTAINED THE 
CALCULATED DISTANCE DC. 

Have the calculations for the sides DC and BC been made by the sine 
formula? 
5. How is this calculation checked? 

5. Have these distances been calculated with such accuracy as to produce 
the desired accuracy in the results? 

7. Why should the line DC be measured more than once? Why? 

MOVE TRANSIT TO C AND MEASURE ANGLE BCD AND AS AN AD- 
DITIONAL TEST MEASURE THE DISTANCE BC. 

8. How does the measured angle BCD check with the calculated angle? 

9. If angle does not check, what is the next step? 

10. Why should the position of the tack on the stake be checked for direction? 

11. How does the measured distance BC check with calculated distance? 
13. If there is error where is it most likely to occur? 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



SURVEYING 

JOB No. 117 

PAGE I 



SURVEYING 

TRANSIT 

Job No. 117 

Produce a Line of Sight Through an Obstruction as Shown in Figure 
Equipment : Transit, stakes, sighting poles, axe, tacks, notebook, pencils. 




2 



STAKE OUT FIGURE SHOWN ABOVE, USING INFORMATION GIVEN. 

1. Have all the precautions been observed necessary for careful transit work? 

2. Why should the angles be laid off by repetition? 

3. Have the distanes BC and CD been measured very carefully? 

4. Why should the diagonal distance BD be measured? 

5. What are the angles CBD and BDC? 

6. How does the calculated distance BD check with measured distance BD? 

7. What are the distances DE and BE? 

8. What is the value of the angle BED? 

9. How does the measured angle BED check with the calculated angle? 

10. As a check, if possible, measure the distance BE; how does it check with 

calculated distance? 

11. Have you produced the line BE to the stake G? 

12. Are you within the limit of error allowed on this job as shown on sketch 

Job 116? If not, repeat the job. 



WAR DEPARTMENT R. O. T. C. 

SURVEYING 
COMMITTEE ON EDUCATION jOB No. 117 

AND SPECIAL TRAINING PAGE 2 



13. How can an obstacle be passed by using the right angle method and 

parallel lines? 

14. What are the requirements as to nature of country in order to use method 

in Question 13? 

15. What are the particular advantages in each of th6 methods of this job 

and that of Job No. 116? 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



R. O. T. C. 

SURVEYING 

JOB No. ii8 

PAGE 1 



SURVEYING 

TRANSIT 

Job No. 118 

Determine the Distance Between Two Inaccessible Points Preferably 
on the Opposite Bank of a Fairly Wide Stream 

Equipment : Transit, stakes, steel tape, sight pole, notebook, pencils. 

C 




460' 

Fig. 18. 

LAY OUT A BASE LINE AB AS SHOWN IN THE SKETCH ABOVE. 

Have sufficient number of measurements been made to secure degree of 
accuracy necessary in this job? 

What is the measured value of the angle CAD? 

DAB? 
CAB? 
CDB? 
CDA? 
BDA? 

8. How can one check by calculation the measured values of these angles? 
angles ? 
9. In the triangle ACD what is the calculated value of the side CD? 

10. What is the computed value of the side BC? 

11. What other triangles can be used to prove the value of side BC? 

12. What discrepancy now exists in the two calculated values of BC? 

13. Is this discrepancy too large? What should be done? 

14. If too large an error exists, what places would you list where you would 

look for a mistake? 

15. Is the measured work or the calculated work more likely to be wrong? 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



SURVEYING 

JOB No. 119 

PAGE I 



SURVEYING 

TRANSIT 

Job No. 119 



Using Transit Read the Compass Bearing of the Lines AB, BC, CD, DA 

Equipment: Transit, stakes, axe, notebook, pencils. 

190' C 




A 




STAKE OUT PARALLELOGRAM AS SHOWN IN ABOVE FIGURE. 
READ MAGNETIC BEARINGS OF THE SEVERAL SIDES. 

1. Should forward bearings and back bearings be read at each station? 

2. Is the needle affected at any station by local attraction? 

3. Would a penknife in your pocket affect the position of the needle? 

4. How is the needle lowered so that it swings freely? 

5. Which end of the transit box should point toward the forward line of 

sight? 

6. Why is the W mark in compass box on the right hand side? 

7. Does the needle always point in one direction? 

8. How do you distinguish between the north end and the south end of the 

needle? 

9. If the action of the needle is sluggish, what is probably the trouble? 

10. How can a needle be remagnetized? 

11. When carrying the instrument between stations, should the needle be 

allowed to swing freely? 

12. What is the bearing of the lines AB, BC, CD, DA? 



WAR DEPARTMENT R. O. T. c. 

SURVEYING 
COMMITTEE ON EDUCATION JOB No. 119 

AND SPECIAL TRAINING PAGE 2 



13. Does the difference of the bearings equal the angle at each station? 

14. As a check, what is the bearing of the diagonal lines from B to D and 

from A to C? 

15. Do the angles in the triangles thus formed equal 180 degrees? 

16. What is an error in the readings? 

17 How can odd minute readings be approximated? 



WAR DEPARTMENT R. O. T. C. 

SURVEYING 
COMMITTEE ON EDUCATION JOB No. 120 

AND SPECIAL TRAINING PAGE I 



SURVEYING 

TRANSIT 
Job No. 120 



Make Survey With a Transit Using the Deflection Angle Method of a 
Small Area Designated by the Instructor 

Equipment : Transit, stakes, axe, notebook, pencils, tape. 

As this method was used almost exclusively for artillery work in France, 
much care should be taken by the student to master the details, and 
learn to do this work as precisely as he can. 

1. What is meant by the deflection angle? 

2. Should the angles be taken clockwise or counter clockwise? 

3. What will determine the direction in which to measure the angles? 

4. Will a transit where the limb is divided into quadrants or wilj a transiti 

where the limb reads from degrees to 360 degrees be preferable for 
use in this work? 

5. What measurements should be recorded in the notes? 

6. How is the direction of the angle recorded? 

7. What is method of measuring angles by the simple deflection method? 

8. What is the method of measuring deflection angles by the double reverse? 

9. Which of these two methods is more precise? 

10. Which of these two methods is the quicker one? 

11. Which of these two methods is the standard method? 

12. What is the first step in the simple deflection method? 

13. After instrument is set up should the vernier be set at zero? Why? 

14. If the telescope is normal when backsight is taken, in what position will 

it be when deflection angle is measured? 

15. Should the direct angle be read between the forward station and the 

orientation line? Why? 

16. If using stadia measurement, with telescope normal, how should the rod 

intercept and vertical angle be recorded? 

17. What is the first step in the double reverse method? 



WAR DEPARTMENT R. O. T. c 

SURVEYING 
COMMITTEE ON EDUCATION JOB No. ijo 

AND SPECIAL TRAINING PAGE i 



18. After "set up" is made, should the plates be set at zero? 

19. In what way will the further steps in "double reverse" differ from the 

simple method? 

20. In the double reverse, do you get two values for the same angle? 

21. Why should a mean of readings be taken for calculation? 



WAR DEPARTMENT R. O. T. c. 

SURVEYING 

JOB No. 121 

PAGE I 



COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



SURVEYING 

TRANSIT 

Job No. 121 

Make a Survey by the Azimuth Method of an Area Designated 
by the Instructor 

Equipment. — Transit, stakes, axe, notebook, pencils, tape. 

In this method the transit is oriented at each station and the angles made 
by the transit lines with true north are measured. If the transit lines are 
oriented with grid north the method is called Gisement. As this will be 
extremely precise work, much care must be taken in the field and in the 
computations. 

1. What is meant by orienting the instrument? 

2. What is meant by azimuth? 

3. Are azimuths always measured from the north? 

4. What is the reference line from which azimuths are measured? 

5. What is a forward azimuth? Back azimuth? 

6. Is there any similarity in measuring by azimuth and measuring by 

magnetic needle? In what respect is there variation? 

7. Can a magnetic bearing be over 90 degrees? Can an azimuth? Why? 

8. Are any letters used in recording the direction of an azimuth? A 

magnetic bearing? 

9. How can the back azimuth be used to check the forward azimuth? 

10. On what line is backsight taken? 

11. With what line are all the angular measurements taken? 

12. If magnetic north is taken as the reference hne. will there most likely be 

variations for determining magnetic north at each station? 

13. How can this error be overcome? 

14. What is the advantage in using the true north as a reference hne? 

15. Is there any advantage in selecting a line, assumed at random, as a 

reference line? 

16. How can the vernier be used to check the work as it proceeds? 

17. In using azimuth method, how must the stations be occupied? 

18. Can angles be read by repetition in the azimuth method? 



WAR DEPARTMENT R O. T. c. 

SURVEYING 
COMMITTEE ON EDUCATION jOB No. 121 

AND SPECIAL TRAINING PAGE 2 



19. Why must the setting of the plates be checked before reading an angle? 

20. If there is an error in one angle, how will it affect all the work that 

follows? 

21. If the transit is out of adjustment, how will it affect results? 

22. How are notes and computations simplified? 

23. How is the compass bearing used to check azimuth of the line? 



WAR DEPARTMENT 



COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



SURVEYING 

JOB No. 122 

PAGE I 



SURVEYING 

TRANSIT 
Job No. 122 

Determine Distance by Stadia and Stadia Rod to Points 
Designated by Instructor 

Equipment. — Transit, stadia rod, notebook and pencil. 

1. In what respect do an ordinary level rod and a stadia rod differ? 

2. How is the distance intercepted on the rod read by target method? 

3. Can an ordinary level rod be used for stadia work? 

4. What relation does the rod intercept bear to the actual distance? 




Fig. 20. 

5. What do the two lines C and D in reticule of the telescope in the above 

Figure represent? 

6. Does the distance CD in figure represent th« rod intercept? 

7. What is the formula for the distance from instrument to the rod? 

8. What is the fundamental principle of the stadia? 



WAR DEPARTMENT 



COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



SURVEYINC 

JOB No. 131 

PAGE 2 




FIs. 21. 



9 Do the letters (a) and (b) in the figure represent the position of the 
upper and lower stadia wires? 

10. Does AB represent the rod intercept? 

11. Will any ray of light from (a) or (b) which passes through O become 

parallel to the axis of the telescope after passing through the lens? 

12. Does the distance a b equal the distance ab? 

13. What distance is the focal length of the objective? 

14. What is the distance from the objective to the center of the telescope? 

15. Is the distance c a constant distance for all instruments? Why? 

16. Prove that the distance D equals one hundred times the distance AB. 

17. What is the stadia constant? 

18. What is the average value used for the stadia constant? 

19. What simple rule for determining distances when measuring on level 

ground? 

20. Why is it essential that the stadia wires be exactly the same distance 

on each side of center hair? 

21. How can the stadia interval be tested? 

22. Are fixed stadia wires or adjustable stadia wires to be preferred for 

ordinary use? Why? 

23. What two corrections are involved when the line of sight is inclined? 

24. What is the formula for horizontal distance in such a case? 

25. When may vertical angles be ignored? 



SET UP TRANSIT AND READ DISTANCES AND ELEVATION BY 
STADIA. 

26. How is the elevation of the points determined by stadia when referring to 

bench mark? 

27. Upon what does the accuracy of the elevations of points depend? 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



SURVEYING 

JOB No. 122 

PAGE 3 



28. 



29. 
30. 



Where is the greatest error in measuring vertical angles, when they are 

of large value, or of small value? 
How closely are elevations and distance determined by stadia? 
Does precise reading of vertical angles materially increase the accur.:icy 

of the work? 




<^ 



Fig. 22. 

31. What is the "stadia reduction" table? 

32. How does the use of this table materially assist in stadia work? 

33. Why is it good practice to examine the graduations on stadia rod before 

attempting to read intercepts on telescope? 

34. In reading stadia why should the lower stadia wire be placed on a main 

division, and odd divisions for the total distance read with the upper 
wire? 
25. Why should the difference in reading be multiplied by one hundred?' 
What should be added to this? 

36. What result does this calculation give if the transit and rod are ap- 

proximately on the same level? 

37. What is the maximum length of sights for good work? 

38. How can errors due to refraction to avoided? 

39. Why should the vertical angle be read and reported before the stadia 

intercept is read? 

40. What is the primary purpose for the use of the stadia? 

41. How can a high degree of accuracy be attained in stadia work? 



WAR DEPARTMENT 



K. O. T. C. 
SURVEYING 

COMMITTEE ON EDUCATION JOB No. 123 

AND SPECIAL TRAINING PAGE i 



SURVEYING 

TRANSIT 

Job No. 123 



Determine Elevation by Trigonometric Leveling of Three Points A, B, C, 
Designated by Instructor 

Equipment. — Transit and leveling rod, notebook, pencils, stadia reduc- 
tion tables, 

SET UP TRANSIT AND LEVEL UP TELESCOPE TO BE USED FOR 
LEVELING. 

1. Is the bubble on the telescope in adjustment? 

2. If not in adjustment, what should be done? How? 

3. Why is it important for it to be in adjustment to do trigonometric 

leveling? 

4. When telescope bubble is level does the zero of the vertical arc coincide 

with the zero of the vernier? 

5. What is this error called? 

6. How are the effects of such an error minimized? 

7. If the first sight is to be on a known elevation, where should the transit 

be set up in relation to point A? 

8. Why should the sight for the first reading be taken at the bottom of the 

rod? 

9. If not, where should the reading be taken to simplify the work? 

POINT THE TELESCOPE TOWARD THE POINT AND READ THE 
DISTANCE AND VERTICAL ANGLE. 

10. What is the inclined distance? 

11. Would it be better to read the horizontal distance? 

12. What is the vertical angle reading? 

13. What is the value of the angle, plus or minus? 

14. What is the height of the instrument? 

15. Why does reference made to the stadia reduction tables simplify the 

work in the field? 

16. Has the instrument remained in adjustment during this work? 



WAR DEPARTMENT R O. T. C. 

SURVEYING 
COMMITTEE ON EDUCATION jOg no. 123 

AND SPECIAL TRAINING PAGE a 



17. Was there any corrtction to be applied to the vertical angle before 

calculating? 

18. How can trigonometric leveling be done if a range pole is used instead 

of a leveling rod? 

19. What form of notes have been taken? 

PROCEED WITH THE REST OF THE WORK AND OBTAIN ELEVA- 
TION OF THE POINTS A. B AND C. 

20. What are the elevations of these points? 



WAR DEPARTMENT SURVEYING 

COMMITTEE ON EDUCATION ^°DAr^' "'' 

AND SPECIAL TRAINING PAGE i 



SURVEYING 

TRANSIT 

Job No. 124 

Make Survey of an Area as Designated by the Instructor by Use of the 
Stadia. Locate Objects by Stadia 

Equipment.— Transit, leveling rod, notebook, stakes, reduction table. 

1. Is it necessary to include a steel tape in equipment when making a stadia 

survey ? 

2. In reading distance between stations, how often should they be taken? 

3. Should both readings be recorded? What if they differ? 

4. When taking side shots for detail how can the readings be checked? 

5. Is the stadia method the most rapid method for survey work? 

6. What form of notes should be used? 

7. Would sights taken at noon on a sunny day be better than those in early 

morning time or in the late afternoon? 

8. How are sketches incorporated in the stadia notes of a survey? 

9. How should points be designated to which shots have been taken? 

10. What error is Ukely-to develop through change in the temperature? 

11. What mistakes are often made in reading the rod? 

12. Can these be checked by reading I/2 of the total intercept? 

13. For long sights why should rods with two targets be used? 

14. What is best for use in taking short sights? 

15. How will refraction affect the accuracy of stadia work? 

16. Will errors resuh in running long lines? Are they compensating? 

17. What errors are likely to affect the value of an elevation? 

18. Why should the stadia wires be adjusted before beginning stadia survey? 

19. Why should sights be usually taken on the rod at the same height as 

instrument? 

20. Can one mistake the middle hair for one of the stadia wires? 

21. At what distance are best results obtained for single sights? 

22. What should be done when the distance between two points is great? 

23. What should be done when only a portion of the rod can be read? 

24. If the middle hair is not exactly between the two stadia wires, how will 

it affect the accuracy of the reading in Question No. 23? 

25. Should angles below 3 degrees be recorded? Why? 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



SURVEYING 

JOB No. 125 

PAGE I 



SURVEYING 

TRANSIT 

Job No.1125 

stake Out a Circular Curve 

Equipment: Transit, steel tape, stakes, axe, sighting poles, notebook, 
table natural trigonometric functions. 

Instructions: Stake out a circular curve with a radius of 400 feet using 
50 feet chords. Assume a central angle of 60 degrees and make computations 
accordingly. 

BEFORE FIELD WORK IS BEGUN THE VARIOUS ELEMENTS OF 
THE CURVE MUST BE COMPUTED. 



T- 


Tanje 


it A 


5t-ance V 






f 


^ 


rt~~^ 




■/ 




v> 


^^ 




-^-^^W ^' 


\ A 








^^^ 


#^ 


vA 








.-^:, 


■■■;^ 








/ 




1 


>B 



^•^h.^. 



•"<?.»" 



1. What is the angle formed where a tangent and a radial line meet? 

2. Show that the central angle is equal to the angle A. 

3. Are the distances AV and VB equal? Why? 

4. What kind of a triangle is V AB ? 

5. What kind of triangles are OAV and OBV? 

6. Is the line OV a bisecting line? Why? 

7. Are the distances on the chord AK and KB equal? Why? 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



R. O. T. C. 

SURVEYING 

JOB No. 126 

PAGE I 



SURVEYING 

TRANSIT 

Job No. 126 

Make Precision Survey of Quadrilateral as Designated by Instructor 

Equipment.— Transit, stakes, spring balance, steel tape, notebook, pencil. 




Fig. 24. 
MEASURE THE BASE LINE AB WITH CONSIDERABLE CARE, RE- 
PEATING THE OPERATION FOUR TIMES. STAKES TO BE SET 
CAREFULLY AT A, B, C, D. 



1. What is mean length of the base line AB? 

2. Has an equal amount of pull been given to the tape in all four measure- 

ments? Should this be done? 

3. What has been the change of temperature? Has it been recorded? 

4. Has there been much sag to the tape? Will too much sag affect the ac- 

curacy of the measurement? 

5. Has the tape been held approximately level? 

6. Why should a plumb-bob be used in measuring these distances? 

7. How has the tape been kept in alignment? 



WAR DEPARTMENT R. O. T. c. 

SURVEYING 
COMMITTEE ON EDUCATION JOB No. 126 

AND SPECIAL TRAINING PAGE 2 



8. Should measurements for this work be read to hundredths, tenths? Why? 

9. Could there be any compensating error in your work? 

10. Is the measurement as sufficiently accurate as is required? 

SET UP TRANSIT AT STATION A AND MEASURE THE BAC. CAD, 
BAD. 

11. Why should these angles be measured by repetition? 

12. Why should half of the readings for each angle be taken with telescope 

normal, and half with telescope reversed? 

13. Why is it necessary to use such accuracy in this work? 

14. Why should readings be taken on the B vernier as well as on the A? 

15. Should both values be recorded? Have they? 

16. Does the sum of the two small angles exactly equal the value of the large 

angle? Why? 

17. Which will cause the most serious error in angle measurement, the plumb- 

bob being off center, or the plates being out of level? 

18. Since the error allowable for fair work on the steel tape is 1 in 5,000 

what is the limit in angle error? 

19. If the precision in tape measurement is 1 in 10,000, what is the precision 

required in angles? 

20. Why is it that there appears to be some discrepancy between the sum of 

the smaller angles and the large angle? 

SET UP TRANSIT AT THE OTHER STATIONS AND MEASURE ALL 
THE ANGLES. 

21. What is the sum of the interior angles in this quadrilateral? What 

should it be? 

22. If not, how should the error be distributed? 

23. Does the angle ABE equal the angle CED? The angle AED equal the 

angle BEC? 

24. If these angles do not equal each other, how should the error be adjusted? 

25. Are the sums of the angles in each of the four triangles equal to 180 

degrees? 

26. If not, how is the error distributed? 

27. Having adjusted the angles, what is the length of the side CD calculating 

in a clockwise direction? 

28. What is the length of the side CD calculating in counter clockwise 

direction? 

29. Do these two values agree? If not, why? 

30. How can a closer determination be made of the length of CD than has 

been done? 



WAR DEPARTMENT SURVEYING 

COMMITTEE ON EDUCATION JOB No. 127 

AND SPECIAL TRAINING PAGE i 



SURVEYING 

TRANSIT 

Job No. 127 

Survey and Make a Drawing of the College Campus 

Equipment.— All equipment necessary to complete the job. 

Instructions.— This drawing is to be used as a basis for developing a pro- 
posed camp site as shown by the typical camp site in Part III, this manual. 
Job 321 should be associated with this job in order to make a complete de- 
velopment. The choice of scale and contour interval is left to the option of 
the instructor. 

1. How many parties are necessary to complete the job in three days of ten 

hours each? Make an estimate of time necessary. 

2. How many transit parties needed? Level parties? Topographic parties? 

3. What line is selected as the main reference line for the job? 

4. Into how many sections has the work of the transit parties been divided? 

Level parties? Topographic parties? 

5. What advantage is there in making this survey by the azimuth method? 

6. In what direction are all angles to be turned? Does this make any dif- 

ference ? 

7. Of what advantage is it to estabhsh a series of branches around the 

campus? Has this been done? 

8. What method has been adopted for contouring? 

9. What triangulation points have been selected? 

10. What well estabhshed bounds are on the property? 

11. Are there any Government bounds or benches in the vicinity? If so, 

locate them. 

12. What organization has been devised to do this work effectively? 

13. What arrangements have been made to reference important points? 

14. What form of daily reports has been adopted to be returned at the end 

of each days work? 

15. Of what advantage would it be to have duplicate sets of transit notes? 

Level notes? Notes on topography? 

16. Who in each party transfers the days' notes to the office notebook? 



WAR DEPARTMENT R. o. i. u. 

SURVEYING 
COMMITTEE ON EDUCATION JOB No. 127 

AND SPECIAL TRAINING PAGE 2 



17. Of what advantage is it to have each section of the survey a closed figure? 

Have such arrangements been made? 

PROCEED WITH WORK OF SURVEY. WHEN COMPLETED RE- 
TURN TO OFFICE TO PLOT SURVEY ON DRAWING PAPER. 

18. Why is it necessary to compute the error of closure in each section of this 

survey? Has this been done? 

19. By what method have the section surveys been balanced? 

20. What is the error of closure in each section? Which squad has the least 

error? 

21. When the complete traverse has been computed as a whole, what is the 

resultant error of closure? Is it greater or less than any section? 
Why is this? 

22. What are the rectangular coordinates of each corner of the complete 

traverse? 

23. What line has been driven as the X axis for plotting survey? 

24. With the chosen scale what are the dimensions of the drawing paper 

necessary? 

PLOT OUTLINE TRAVERSE BY USE OF RECTANGULAR CO- 
ORDINATES. 

25. What system has been chosen for interpolating contours? What interval 

chosen? 

26. What important detail has been omitted in the survey? 

27. What is the magnetic declination of the needle? Have the positions of 

both true north and magnetic north been shown? 

28. What title has been adopted for this drawing? 

PROCEED WITH PLOTTING ALL DETAIL UNTIL DRAWING IS AC- 
CEPTABLE TO INSTRUCTOR. 



V/AR DEPARTMENT f: O. T C. 

5JRVEYING 

JOB No. 128 

PAGE I 



COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



SURVEYING 

TRANSIT 

Job No. 128 

Stake Out Proposed Gamp Site on College Campus 

Equipment. — Blueprint of plan made in Job 321. All instrumants neces- 
sary for the complete layout of the camp. 

Instructions. — Students should be arranged in squads of minimum number 
so that actual working conditions m.ay be maintained. 

1. How long will it take to stake out proposed campus? 

2. What parties are needed for this work? Ho\v many men to each party? 

3. What positions have been assigned to each squad? 

4. What points should be permanently "hubbed"? 

5. How does the position of important points on the ground coincide with 

their map position? 

6. Have grades of all camp streets been determined? How does the esti- 

mated cut compare with the actual field measurement? 

7. How does the field examination of cut and fill on parade grounds compare 

with that shown on the map? 

8. How do the street line field intersections with the boundary lines compare 

with those shov>'n on the map? 
9. What is the relative accuracy of the map position of objects as compared 
to the ground positions? 



R. 0. T. C. 
WAR DEPARTMENT SURVEYING 

COMMITTEE ON EDUCATION ^^oi^rv "^ 

AND SPECIAL TRAINING ^'^^'^ ' 



SURVEYING 

TRANSIT 

Job No. 129 

Determine True North by Observation on Polaris at Elongation 

Equipment: Office notebook, table local time of Polaris at elonga- 
tion, azimuth of Polaris at elongation. Field transit with reflector, lanterns, 
stakes, etc. 

BEFORE OBSERVING STAR IN THE FIELD CERTAIN PRELIMI- 
NARY STEPS ARE NECESSARY. THE TIME OF ELONGATION FOR 
THE DATE MUST BE DETERMINED AND ALSO THE AZIMUTH FOR 
THE LATITUDE OF THE PLACE. 

1. What is the longitude of Greenwich, England? 

2. What is the longitude of the place of observation? 

3. What is the difference in longitude between Greenwich and the place 

of observation? 

4. How many degrees in a circle? 

5. Does the earth make one complete rotation each day? 

6. Through how many degrees of arc does a point on the earth surface 

pass? 

7. What is the length of time in hours for one complete rotation of the 

earth? 

8. How many degrees are there in one hour of time? Minutes? Seconds? 

9. What is the difference in hours, minutes, seconds between Greenwich 

and point of observation? 

10. What is standard meridian for watch time at place of observation? 

11. What is the difference in longitude between standard meridian and 

place of observation? 

12. What is the difference in time between standard meridian and point of 

of observation? 

13. Why should there be a difference in time between these two points? 

14. What is this difference in time called? 

15. If an observation on a star is scheduled for 8.50 P. M., local civil time, 

at place of observation, what is the watch time? 

CONSULT TABLE FOR LOCAL CIVIL TIME OF ELONGATION OF 

POLARIS FOR 40° N. LATITUDE, AND go" WEST LONGITUDE. 



WAR DEPARTMENT R. O. T. C 

SURVEYING 
COMMITTEE ON EDUCATION jqb No. 129 

AND SPECIAL TRAINING PAGE 2 



16. What is the local civil time for elongation of Polaris for this date at 

place of observation? 

17. Is the star at eastern or western elongation? 

18. What is meant by "star at elongation?" 

19. At what time by the watch should the elongation take place? 

PROCEED TO FIELD AND PREPARE FOR NIGHT OBSERVATION. 
POSITION FOR STAKE SHOULD BE DETERMINED AND THE 
STAKE PROPERLY CENTERED. HAVE TRANSIT SET UP OVER 
STAKE THIRTY MINUTES BEFORE TIME OF ELONGATION. 

20. How do you locate the position of Polaris? 

21. Why should the cross hairs in the telescope be illuminated? 

22. Why should the plates be set at zero? 

23. Why should the transit be tested for its adjustments before beginning 

observation? 

24. Which adjustment is of most importance for this observation? Why? 

25. How long does Polaris appear to travel in vertical line? 

26. Which direction does Polaris travel at eastern elongation? Western 

elongation? 

HAVING ASCERTAINED INSTRUMENT IS PROPERLY ADJUSTED 
FOR THIS WORK, ELEVATE TELESCOPE AND BRING POLARIS 
INTO THE FIELD OF VISION. CLAMP INSTRUMENT IN THIS PO- 
SITION AND BRING THE VERTICAL CROSS HAIR TO BISECT THE 
STAR. THIS SHOULD BE DONE ABOUT TEN MINUTES BEFORE 
TIME ELONGATION. DEPRESS THE TELESCOPE AND PLACE 
THIS LINE OF SIGHT ON GROUND BY MEANS OF ILLUMINATED 
STAKE. WORK RAPIDLY AND REPEAT THIS OBSERVATION WITH 
TELESCOPE INVERTED. 

27. How is the stake illuminated so that centering may be done? 

28. Why should two observations be made? 

29. If these two positions do not coincide, why should the mean position 

be taken? 

30. Is this line a true north line? Why? 

31. What is the latitude of the place of observation? 

32. From the table azimuths of Polaris at elongation, what is the azimuth 

for Polaris at the place of observation? 

33. What is meant by the azimuth of Polaris? 

34. Why does laying off the azimuth from the line give the true north 

position? 

35. If the observation was at Western elongation, in which direction should 

the azimuth be laid off? Why? 

AS A CHECK UPON THE WORK, THE WORK ON THIS JOB SHEET 
SHOULD BE REPEATED THE NEXT FAVORABLE EVENING. 



WAR DEPARTMENT R ° T. c. 

SURVEYING 
COMMITTEE ON EDUCATION JOB No. 130 

AND SPECIAL TRAINING PAGE l 



SURVEYING 

TRANSIT 

Job No. 130 

Determine Position of True North by Observing a Star at Equal Altitudes 

Equipment: Transit, lanterns, stakes. 

SET UP TRANSIT OVER A STAKE AT NIGHT 

1. Are all stars above the horizon at all times? Why? 

2. What is a circumpolar star? 

3. If the altitude of a star is 48° at 10 o'clock P. M., what will be the alti- 

tude of the same star at 2 A. M.? 

OBSERVE THE STAR IN THE LOWER LEFT HAND QUADRANT. 
MEASURE AND READ THE HORIZONTAL ANGLE TO THE REFER- 
ENCE LINE. A FEW HOURS LATER WITH TELESCOPE AT SAME 
ALTITUDE OBSERVE THE STAR IN THE LOWER RIGHT HAND 
QUADRANT. MEASURE AND READ THE HORIZONTAL ANGLE TO 
THE REFERENCE LINE. 

4. From these readings what will be the position of the true north line? 

5. Wh}/ is this method a simpler one than Job No. 129? 

6. How may greater accuracy be obtained in this observation? 

7. When is the best time to make this observation? 

8. How can the same star be identified so that there will be no mistake? 



WAR DEPARTMENT SURVEYING 

COMMITTEE ON EDUCATION ^°^.rl '^' 

AND SPECIAL TRAINING PAGE I 



SURVEYING 

TRANSIT 

Job No. 131 

Determine Meridian by_Observation on Polaris at Any Time 

Equipment.— Transit v>^ith reflector, lanterns, stakes, notebook, American 
Ephemeris. 

PROCEED TO FIELD. SET UP TRANSIT OVER STAKE. MAKE 
FOUR OBSERVATIONS ON THE STAR. TWO READING SHOULD 
BE MADE WITH TELESCOPE NORMAL AND TWO WITH TELE- 
SCOPE REVERSED. 

1. What is the error between your watch time and standard time? Should 

there be any? 

2. Why should first step in each observation be to sight along line whose 

azimuth is desired? 

3. Why should the latitude of the place of observation be "set off" on the 

vertical arc? 

4. When should the time reading be recorded? 

5. What is the mean value of the standard time of observation? 

6. What is the mean vernier reading for the observation? 

PROCEED TO CLASSROOM AND COMPUTE AZIMUTH OF POLARIS 
AT INSTANT OF OBSERVATION. 

7. What is the time of the nearest upper Culmination of Polaris and its cor- 

responding declination? 

8. What is the correction in longitude for the place of observation? 

9. What is the mean local time of observation? 

10. Have you corrected for any watch error? 

11. What is the hour angle? 

12. With this hour angle, declination and latitude, consult the ephemeris; 

what is the corresponding azimuth of Polaris? 

13. What is the correct azimuth of the reference line? 

14. What is the angle to be turned from the reference line to locate the 

meridian? 

15. If military map of place of observation is available, v.'hat is the Y— 

azimuth of the line? 

ON FOLLOWING DAY PROCEED TO FIELD AND ESTABLISH TRUE 
MERIDIAN. THIS JOB SHOULD BE CHECKED WITH POSITION 
DETERMINED IN JOB 129. 



WAR DEPARTMENT 



COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



R. O. T. C. 

SURVEYING 

JOB No. 132 

PAGE I 



SURVEYING 



TRANSIT 

Job No. 132 

Determine Meridian by Observation on the Sun 

Equipment.— Engineer's transit, colored glass for sun shade, notebook, 
pencils, table of logarithms, American Ephemeris. 

SET TWO STAKES ON LINE AND SEVERAL HUNDRED FEET 
APART. THIS LINE WILL BE THE REFERENCE LINE. SET UP 
TRANSIT AND LEVEL CAREFULLY. 

1. As the accuracy of observation is dependent upon good adjustment of 

instrument, have you examined transit for all adjustments? 

2. What is the index error on the vertical circle? Is the correction plus or 

minus ? 

3. What is the object of the colored glass? Where placed? 

SET VERNIER AT ZERO. SIGHT ON REFERENCE STAKE. CLAMP 
LOWER MOTION. 

4. Why should the sun's disc be sharply focussed before beginning opera- 

tion? 

5. How many sights are to be taken? 

6. What is the maximum time to elapse between sucessive sights? 

7. What time of day is the best suited for this work? 

LOOSEN UPPER MOTION, TURN TELESCOPE TOWARD THE SUN. 
BRING SUN'S IMAGE CONSECUTIVELY IN UPPER LEFT, LOWER 
RIGHT. UPPER RIGHT AND LOWER LEFT QUADRANTS. SEE 
FIGURE. 




Position of Sun ii 
Four Quarters 




Placing Wires 
Tangent to Sun 



WAR DEPARTMENT SURVEYINO 

COMMITTEE ON EDUCATION JOB No. 132 

AND SPECIAL TRAINING PAGE 1 



8. What is the diameter of the sun? 

9. Why is it necessary to take the observation as already directed? 

10. When are the horizontal angles and vertical angles read? 

11. What is the object of taking four readings? 

12. How is the error reduced in the vertical plane? 

13. Why should one crosswise be kept tangent to the sun? 

14. What will be the value of the mean of the horizontal angles? The vertical 

angles ? 

15. What is the method of determining sun's position when a plain card is 

used? 

HAVING COMPLETED FIELD OBSERVATION WORK. COMPUTE 
AZIMUTH OF THE SUN. 

16. What is the average watch time of the observation? 

17. What is the correct Greenwich Mean Time? 

18. What is the longitude of the place of observation? 

19. What is the difference in local time and Greenwich time? 

20. What is the equation of time? 

21. What is the Greenwich apparent time of observation? 

22. What is the declination of the sun at nearest Greenwich apparent noon? 

23. What is the declination of the sun at the time of observation? 

SKETCH FIGURE TO SHOW ZPS TRIANGLE. 

24. What is the polar distance (P) of the sun? 

25. What is the refraction correction for the observed altitude? 

26. What is the connected altitude (H)? 

27. What is latitude (L) of the place of observation? 

PLACE VALUES ON ZPS TRIANGLE USE FOLLOWING FORMULA: 
TAN 1/ A - SIN (S-H) Sin (S-L) 
^^^ "^ ^ COSS COS(S-P) 

28. What is the value of the angle A? 

PROCEED TO STATION. SIGHT ON REFERENCE LINE. DE- 
TERMINE MERIDIAN POSITION BY STAKES. 

29. What is the angle from north to the reference line? 



WAR DEPARTMENT SURVEYING 

COMMITTEE ON EDUCATION ^°^,^^ 



AND SPECIAL TRAINING 



PAGE 



SURVEYING 

TRANSIT 

Job No. 133 

Determine True Meridian by Observation on Known Terrestrial Points 

Equipment: Transit, stakes, notebook. 

SET UP TRANSIT OVER SOME POINT, THE GEODETIC COORDI- 
NATES OF WHICH ARE KNOV/N. SIGHT AT A DISTANT POINT 
THE GEODETIC COORDINATES OF WHICH ARE KNOWN. IN 
WESTERN FRANCE THIS IS A MUCH SIMPLER PROBLEM AS THE 
AREA IS LAID OUT ON A KILOMETRIC GRID. 

1. Why is it necessary to choose some prominent landmark on which to set 

the zero reading of the vernier? 

2. If the geodetic co-ordinates of each point are known, how is the azimuth 

of the line computed? 

3. How closely known are the co-ordinates of the positions? 

4. Will the sight on a long line have less probable error than on a short one? 

5. Why are readings from the zero line to several known points of greater 

accuracy than the single reading? 

6. What is meant by making the "Round of the Horizon"? 

7. How is the azimuth of the initial line determined from the several 

observations? 

8. If there are eight readings of the same azimuth, what would be the 

arithmetic mean? 

9. Why is a single reading less accurate than several? 

10. Are there more chances of hitting a target in 100 shots than there 

are in 10? 

11. If there should be extreme variation in any one reading, will it be dis- 

carded? Why? 

12. What is meant by the "weighted mean of a set of observations"? 

13. What are the weights of the separate readings of this job? 

14. What is the weighted sum of these observations? The weighted mean? 

15. Why is the weighted mean of greater accuracy than the arithmetic mean? 

SINCE THIS METHOD IS IN USE ON WESTERN FRONT, THIS JOB 
SHOULD BE REPEATED FOR PRACTICE. 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



SURVEYING 

JOB No. 134 

PAGE I 



SURVEYING 

PLANE TABLE 

Job No. 134 

Make Plane Table Survey by Radiation of an Area Selected by 
the Instructor 

Equipment : Plane table, rod. 




HAVING APPROXIMATELY SET UP THE PLANE 
EXAMINE IT AND LEARN THE VARIOUS PARTS. 



TABLE, 



1. In what respect does the tripod of the plane table vary from tripods of 

other instruments? 

2. Is a plumb bob hung from the center of tripod in plane table work? 

3. Why are the tripod legs of the plane table much heavier and stronger 

than on the other instruments you have used? 

4. Has the tripod a movable head? Why? 

5. How is the board fastened to the tripod? Have you done this? 



WAR DEPARTMENT « ° T. c. 

SURVEYING 
COMMITTEE ON EDUCATION JOB No. 134 

AND SPECIAL TRAINING PAGE a 



6. Have you taken care to support the board while clamping it in an approxi- 

mately level position? 

7. How is the board clamped? 

8. Are the leveling screws under the board used in the same manner as those 

on the transit? 

9. Are there any plate levels attached to the board? Why? 

10. How is the top of the board made level? Have you found any part of 

the instrument to be used for leveling the board? 

11. Should the drawing paper be fastened to the board before leveling up is 

done? Why? 

12. How is the paper fastened to the board? 

13. What is the attachment for centering the board over a point? 

14. How do you center the board? Does this need to be done with extreme 

accuracy? 

15. Is there a magnetic needle on one side of the board? 

16. What is the range of measurement on the limb under the magnetic needle? 

17. Are there enough subdivisions under the needle to orient the board for 

true north having known the magnetic decUnation? 

18. Have you tested the board in several positions for being level? 

19. Is there another part of the plane table in the case ? 

20. Has it a telescope attached to a ruler? 

21. Is this part of the plane table called the alidade? 

22. Why is the telescope firmly attached to the ruler? 

23. Why is the telescope supported at such a height from the ruler? 

24. Is the telescope differently equipped from the transit? 

25. How does vertical circle differ from that in a transit? 

26. Is there a vernier for reading horizontal angles? 

27. How is a horizontal angle measured? 

28. Is the result in degrees and minutes? 

29. Having measured a horizontal angle with the alidade, is the result as ac- 

curate as if made with the transit? 

30. Why has the ruler a notch at either end? 

31. Why is there a notch in the center of ruler? 

32. How do you measure distance with an alidade ? 

33. Do you need a tape for distance measurements? Why? 

34. Has the board been set at a comfortable height for working ? 

35. Have you so adjusted it for work, that you can proceed? 



WAR DEPARTMENT R. O. T. C. 

SURVEYING 
COMMITTEE ON EDUCATION .^g ^^ 

AND SPECIAL TRAINING PAGE 3 



36. Have you examined the rod for stadia work? Is it any different from 

those you have previously used? 

37. What scale have you chosen for plotting the survey? 

38. Are you sure the topographic features can be placed on the board using 

this scale? 

39. Have you lightly drawn the position of north on the drawing paper? 

40. Can this same position be used at any other station? How? 

SET UP THE PLANE TABLE IN A POSITION WHERE ALL POINTS 
TO BE TAKEN CAN BE SEEN. 

41. Have you clamped the table so that it cannot revolve? 

42. Have you stuck up a pin on the board to represent the position of the 

table? Why? 

43. Would it be sufficiently accurate to p^ce edge of alidade against pin when 

measuring in radial lines to the different objects? 

44. Have you plotted the positions of these objects by scale? 

45. Would it not be a good check to measure with a tape certain defined 

objects that you have located, and then to check your work by scale? 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
'' AND SPECIAL TRAINING 



SURVEYING 

JOB No. 135 

PAGE 1 



SURVEYING 

PLANE TABLE 

Job No. 135 

Make Plane Table Survey by Traversing of an Area Selected 
by the Instructor 

Equipment: Plane table, rod. 

1. What is the difference in traversing with a transit and traversing with a 

plane table? 

2. How many sides to the traverse assigned for survey? 

3. Why should the board be oriented correctly? 

4. Why should a pin be stuck in the board at station A? 

5. What is the value to take a check sight on one of the other stations? 

SIGHT ALIDADE IN DIRECTION OF SECOND STATION AND DRAW 
THE LINE OF SIGHT ON THE BOARD. READ THE STADIA 
INTERVAL. PROCEED IN ORDER AS SHOWN ON FIGURE. 




Fig. 27. 

6. Why is the instrument set up at each station? 

7. What is the closing error in the traverse? 

8. How should a closing error be adjusted? 



WAR DEPARTMENT R. O. T. C. 

SURVEYING 
COMMITTEE ON EDUCATION jq3 ^^ 

AND SPECIAL TRAINING PAGE a 



9. Is it necessary to set up over last station? Why? 

10. If one of the stations should be inaccessible hovi? would you proceed with 

survey and still locate this station? 

11. Could you plot the locations with a smaller number of "set-ups" than 

you have made? Why? 

12. On what kind of surveys is the method of traversing used? 

13. Would there be applications of this method on the Western Front? 

14. How is the detail within the traverse located? 

15. How are primary stations of triangulation work used for checking the 

work? 

16. Why is it necessary to adjust a traverse? 

17. How would a traverse between two points be adjusted? 

18. Is cleanliness in the work a necessary feature in plane table surveying? 

Why? 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



SURVEYING 

JOB No. 136 

PAGE I 



SURVEYING 

PLANE TABLE 

Job No. 136 

Make Plane Table Survey by Method of Intersection. Points to 
be Designated by Instructor 

Equipment: Plane table, rod. 

1. In both of the previous job sheets points have been located by rays drawn 

from different stations. In these cases has any linear distance been 
known? 

2. Does this method of location correspond to the usual triangulation 

method? 

3. Is this method of location called intersection? 

4. When rays have been drawn from two stations thus locating the object by 

intersection, would further rays drawn to same object from other sta- 
tions be of value? 

5. Can you explain the method by referring to figure ? 




Fig. 28. 



WAR DEPARTMENT R. o. T. c 

SURVEYINO 
COMMITTEE ON EDUCATION jq3 j^^ g 

AND SPECIAL TRAINING PAGE 2 



6. Does it make any difference if stations are chosen that make the rays 

very oblique? 

7. Where is this method used, on surveys of large areas or of small areas? 

8. Is it necessary to make an accurate set up for this kind of work? 

9. Suppose a point cannot be located from two points, will it be of value to 

locate from several stations? 

10. Is it advisable to have some triangulation point to check upon? 

11. Suppose points are to be located off the traverse, should rays be drawn so 

that the intersections will be at large angles? 

12. In case three rays have been drawn to locate a point and a "triangle of 

error" appears, what is the best position to take for the location of this 
point? 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



SURVEYING 

JOB No. 137 

PAGE 1 



SURVEYING 

PLANE TABLE 

Job No. 137 

Make a Plane Table Survey as Designated by the Instructor 
by the Method of Resection 

Equipment: Plane table, rod. 



% 




A \^^--- 




1. What is the chief characteristic of the method of resection? 

2. Why is it necessary to set up the plane table at any particular station? 

3. What is the proviso, however, in setting up the plane table in this 

method? 

4. Why does this method require a base line? 

5. Why should the three points be visible from the station occupied? 

6. How is the position of the point on the plane table estimated before set- 

ting up plane table? 

7. If the survey is of an area where should the plane table be set in the area? 

8. How are details located by radiation and intersection? 

9. What is the triangle of error? 

iO. Since the most important problem on the Western Front is to locate 
one's position, how is this done? 
The method of Italian resection used entirely on the Western Front 
idmits no triangle of error. The general method to be followed is described 
in Part III of this Manual, to which students are referred. 



MILITARY SKETCHING 



WAR DEPARTMENT 



R. O. T. C. 
SURVEYING 

COMMITTEE ON EDUCATION JOB No. aoo 

AND SPECIAL TRAINING PAGE i 



MILITARY SKETCHING 

Job No. 200 

Determine the Length of Pace 

Equipment: Notebook, pencil, counters. 

Instructions : Pace over the measured course as laid out by the instructor. 
Do this with a natural easy gait. Maintain soldierly bearing while pacing. 
Pace over course eight times. 

1. What is meant by pace? By stride? 

2. Why is the pace or stride adopted as a unit of measurement for recon- 

noissance work? 

3. What is meant by reconnoissance survey? 

4. Why are surveys made by pacing of value? 

5. What is a base line? 

6. Why is it necessary to have a base line for finding length of pace? 

7. How was the base line measured? 

8. In what units is base line measurement? 

9. How could the length of pace be determined if the base line was measured 

in meters? 

10. Why is it necessary to determine length of pace? 

11. How many of your paces are the length of the base line? 

12. How many of your strides are the length of the base line? 

13. Will the length of your pace remain constant? 

14. Why is it necessary to pace base line eight times? 

15. Should you pace more than eight times? Why? 

16. Will your pace grow longer or shorter as your army service increases? 

17. How do you keep the tally of your paces? 

18. Would a pace counter give more accurate results? 

19. Will all men get the same number of paces in the length of the base? 

20. Why should your pacing be done correctly? 

21. Is your pace a unit of measurement? Why? 

22. How would you determine the average number of your paces in one 

length of the base line? 

23. Why should the average be taken? 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



SURVEYING 

JOB No. 200 

PAGE 2 



24. What is your average length of pace? 

25. Are you sure your length of pace is correct? 

26. Why should a uniform speed be maintained while pacing? 

27. How can you lay off a distance of 300 feet by pacing? 

28. How does the distance check with steel tape? 

29. Should you repace the base line to secure both results? 

30. How do you lay out a triangle by pacing? 

31. How do the lengths of the sides check with a steel tape? 

32. If length of pace has been forgotten or lost, how would you determine 

it again? 

33. Why should the number of paces be recorded? 

34. How should you record the length of your pace? 

35. Should your notes be kept neatly? 

36. Will you need to refer to your notes for length of paces? 

37. Can you describe the above method to a group of students? Do so. 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



R. O T. C. 

SURVEYING 

JOB No. 20I 

PAGE I 



MILITARY SKETCHING 

Job No. 201 

Construct Pace Scale 



Equipment: Drawing paper, pencils, triangles, engineer's scale, blank 
scale. 

Instructions: Construct the scales called for in questions and place in 
positions indicated on blank scale. As this scale is your personal property 
and will be used later in service, you should do an excellent job in finishing it. 

1. What is meant by a "working scale" of paces? 

2. What is meant by a working scale of yards? 

3. What is meant by a working scale of strides? 

4. What scale is used on maps of large areas when making United States 

Army field sketches? 

5. What is a road sketch? 

6. What is the scale used on road sketches? 

7. What is a position sketch? 

8. What scale is used on position sketches? 

9. What is a place sketch? 

10. What scale is used on a place sketch? 

11. What is a fortification sketch? 

12. What scale is used on fortification sketches? 

13. What scale is used on French battle maps of large areas? 

14. What is the next descending scale used in French maps? 

15. What scale is used on the battle map which you have studied? 
IG. What scale is used on a British trench map? 

17. How many of your paces cover 1 inch on a United States Army map of a 

large area? 

18. How many of your paces cover 1 inch on a United States Army road 

sketch? Position sketch? Place sketch? 

19. How many of your paces will cover 1 inch on battle map? 

20. How many of your paces wall cover 1 inch on a British trench map? 

21. How long will a scale be to cover 3,000 of your paces on a United States 

Army road sketch? 



WAR DEPARTMENT R. O. T. C 

SURVEYING 
COMMITTEE ON EDUCATION jOB No. joi 

AND SPECIAL TRAINING PAGE 2 



22. How long will a scale be to cover 3,000 of your paces on a place sketch? 

23. How long will a scale be to cover 3,000 of your paces on the battle map? 

24. How long will a scale be to cover 3,000 of your paces on a British trench 

map? 

25. Construct a pace scale on the drawing paper for a road sketch for United 

States Army. 

26. Transfer scale of paces to blank scale. 

27. Construct a pace scale on drawing paper to be used for road sketches, 

which will later be placed on plan directeur. 

28. Transfer this scale of parts to blank scale. 

29. Construct a pace scale of yards and transfer to blank scale. 

30. Construct a scale of paces for a position sketch and transfer to blank scale. 

31. A mounted sketcher is ordered to make a road sketch. His horse is rated 

at 6 minutes to 1 mile. Construct a working scale of minutes, half' 
minutes, and of quarter minutes. 

32. A sketcher is seated in sidecar of a motorcycle, having been ordered to 

make a road sketch. His driver is instructed to maintain an even 
speed of 12 miles per hour. Construct a working scale of minutes, half 
minutes, quarter and eight minutes. 

33. A mounted sketcher is ordered to make a road sketch. This is completed. 

using a horse whose speed is rated at 6 minutes per mile. His true 
speed is later found to be 8 minutes per mile. What is the new R.F. 
and the new written scale ? 

34. An officer is ordered to make a place sketch, the scale to be 6" equals 1 

mile. He uses a working scale of 31" paces. He later finds that his 
pace is 29". What is the R.F. and the new written scale? Is the 
sketch larger or smaller than ordered? 

35. A sketcher is ordered to make a sketch on an R.F. 1/21,120. His working 

scale is made up for a 29" pace, but later, upon completion of the 
work, he finds that a distance between two points on his sketch scales 
3,000 yards. Upon comparison with a measured distance between 
these points, he finds that the distance should be 3,200 yards. What 
is the true length of his pace? 

36. You are given a sheet of drawing paper 12" by 14" and ordered to make 

a sketch of an area of ground 6 miles by 8 miles, and to allow a border 
line of one-half inch around paper. What is the largest scale you can 
use? 



WAR DEPARTMENT SURVEYrNG 

COMMITTEE ON EDUCATION JOB No. 201 

AND SPECIAL TRAINING PAGE 3 



37. You wish to enlarge the map of the preceding questions to four times the 

present size. What is the new scale and R.F.? 

38. An area of 6" by 6" on a topographic map, R.F. 1/62,500, is reduced in 

dimension by photography to an area of 3" by 3". What is the R.F.? 

39. You secure a map of the enemy country with no scale thereon. You 

know that two important points are 1 degree latitude apart. How 
would you determine the scale of this map? 



WAR DEPARTMENT SURVEYING 

COMMITTEE ON EDUCATION JOB No. 202 

AND SPECIAL TRAINING PAGE i 



MILITARY SKETCHING 

Job No. 202 

Make an Elevation Scale 

Equipment: Wooden scale constructed in Job Sheet 401, drawing paper, 
pencils, triangles, engineer's scale. 

1. V\/'hat is the slope ot n line 57.3 feet long, the up-hill end of which is one 

foot above the horizontal? 

2. How many inches in 67.3 feet? 

3. How long will a slope line be which has an angle of one degree and a rise 

of one hundred feet? 

4. How many inches in this distance? 

5. On a map with a scale of 3 inches equals one mile, how much distance on 

the ground will be covered by one inch on the map? 

6. How many inches on this map will give a rise of one hundred feet on a 

one-degree slope? 

7. With the information from the above questions, what is the first step in 

constructing this scale? 

8. Have you laid off the length in inches of the distance ascertained in Ques- 

tion 6? 

9. If you divide this scale into ten equal parts, what vertical distance will 

each dimension represent? 

10. If the ten equal parts are each subdivided in five equal parts, what vertical 

distance or rise does each of these small sub-divisions represent? 

11. Have you laid this work out very carefuUy and subdivided the vertical 

line by the best method? 

12. Have you placed this scale on wooden scale with the zero reading directly 

underneath the zero reading of the three inch equals one inch pace 
scale? 

13. Have you carried these subdivisions the full length of the scale? 

14. Consult the scale ; if you were making a road sketch on a 3-inch to 1-inch 

scale, what would be the rise on one-degree slope in a distance of 400 
of your paces? 



WAR DEPARTMENT R. O. T c 

SURVEYING 
COMMITTEE ON EDUCATION jOB fJo. 103 

AND SPECIAL TRAINING PAGE 2 



15. If you were making a road sketch, what would be the rise on a 3-degTee 

slope in a distance of 400 of your paces? An 8-degree slope in a dis- 
tance of 400 of your paces? 

16. If making a position sketch, what would be the rise on a 6-degree slope 

in a distance of 375 of your paces? 630 of your paces? 

17. If making a sketch of a large area, what would be the rise on a 5-degree . 

slope in a distance of 480 of your paces? 

18. Can the elevation scale constructed be used for any scale map which is a 

multiple of 3? 

19. How can slope of a line be expressed in degrees? In percentages? In 

gradients? 

20. What designation for slopes is used almost exclusively in military 

operations? 

21. Where would percentages be used? Gradients? 

22. Why does the slope of ground determine the practicability of war move- 

ments? 



WAR DEPARTMENT surveying 

COMMITTEE ON EDUCATION JOB No. 203 

AND SPECIAL TRAINING PAGE i 



MILITARY SKE ICHING 

Job No. 203 

Make a Slope Koard 

Equipment: Board 12" x 14" either of soft pine of 3-ply white wood, 
triangles, pencil, compasses, pair small dividers, pencils. 

ASCERTAIN WHETHER THE OPPOSITE EDGES OF THE BOARD 
ARE PARALLEL WITH EACH OTHER. 

1. Why should the board be square at each corner? 

2. Why should there be a smooth surface on the faces of the board? 

3. Which side is the best on which to lay out information necessary to com- 

plete the slope board? 

4. Why should you assume one edge of the board as the "top" to be used 

for sighting? 

5. How do you use this top edge for sighting? 

SMOOTH OFF THE SURFACE OF THE BOARD WHICH IS TO BE 
USED FOR LAYING OUT. ERECT A PERPENDICULAR LINE IN 
CENTER OF BOARD. 

6. How can you draw a line one-quarter of an inch from the top of board 

and at right angles to the perpendicular line? 

DRAW TWO LINES— ONE AT DISTANCE OF THREE-QUARTERS 
OF AN INCH AND THE OTHER AT ONE INCH FROM BOTTOM OF 
BOARD AND AT RIGHT ANGLES TO PERPENDICULAR LINE. 

7. What is the radius of a circle where the unit of measurement on the cir- 

cumference of this circle for one degree is equal to one-tenth of an 
inch? 

8. What is the best way to sharpen the lead in the pencil compasses before 

using? 

USING THE POINT AT THE INTERSECTION OF THE PERPENDIC- 
ULAR LINE AND THE LINE DRAWN PARALLEL TO THE TOP OF 
THE BOARD AS A CENTER, STRIKE A CIRCLE WITH A RADIUS IN 
QUESTION 7 FOR A DISTANCE OF APPROXIMATELY 30 DEGREES 
EACH SIDE OF PERPENDICULAR LINE. STRIKE A CONCENTRIC 
CIRCLE WITH A RADIUS SMALLER BY ONE-QUARTER OF AN 
INCH. 

9. How do you set the small dividers to measure one-tenth of an inch? 



WAR DEPARTMENT R. O. T. c. 

COMMITTEE ON EDUCATION ^inn^H^^''° 

AND SPECIAL TRAINING ^f. ?^' "' 

PAGE 2 



10. How do you test the accuracy of the setting by "stepping off" a line of 

known length? 

ASSUMING PERPENDICULAR LINE AS THE ZERO LINE, STEP 
OFF 30 DIVISIONS EACH SIDE OF ZERO USING DIVIDERS AS SET 
IN QUESTION 9. 

11. How do you test the accuracy of the stepping by using the triangles for 

15 degrees and 30 degrees? 

12. Why do you draw radial lines from each mark as laid off with dividers to 

the inner circle? 

13. Draw the lines of the five degrees and ten degrees dimensions a little 

distance above the inner circle in order to identify position easily. 

PRODUCE RADIAL LINES FROM THE BOTTOM OF BOARD TO 
FIRST PARALLEL LINE FOR SINGLE DEGREES. PRODUCE 
RADIAL LINES OF THE FIVE AND TEN DEGREE DIVISION FROM 
THE BOTTOM OF THE BOARD UP TO THE SECOND PARALLEL 
LINE. 

14. Have you numbered neatly the five and ten degree divisions? 

15. What is the normal system of scales prescribed for United States Army 

field sketches? 

16. Have you neatly lettered this information in the upper righthand corner 

of the board? 

17. What are the tabulated degree of slopes for war operations? 

18. Have you neatly lettered this information in the upper lefthand corner 

of board? 

19. As the slope board is now complete, cover this side of the board with 

a coat of shellac to preserve the penciled information. 



WAR DEPARTMENT R. O. T. C. 

SURVEYINCi 
COMMITTEE ON EDUCATION jOB No. 204 

AND SPECIAL TRAINING PAGE i 



MILITARY SKETCHING 

Job No. 204 

Measure Slope Angles and Determine Elevations with the Slope Board. 
Measure Horizontal Angles. 

Equipment : Slope board, fine string plumb line, pencils and scratch pad. 

1. Have you attached the plumb line on the board so that it will swing freely 

from the intersection of perpendicular line and the line parallel to the 
top of board? 

2. Have you attached a weight at one end of plumb line? 

3. In sighting with the slope board, why do you hold it in the right hand 

by the lower righthand corner with the penciled information on the 
inside? 

4. In sighting, how do you steady the board? 

5. When the plumb line is over the perpendicular line, how is the top of the 

board made level? 

6. What is the direction of the line of sight when reading descending slopes? 

Ascending slopes? 
T. Have you determined your eye height using the slope board? 

8. If data are taken in sighting at a point a distance of your eye height above 

the mark, what is the computation necessary to solution of triangle? 

9. In sighting for an angle, why do you tip the board slightly to the right 

so that plumb line will catch on bottom of the board? 

10. Having read the angle, why will it be necessary to pace the distance? 

11. Will this paced distance be the hypothenuse of triangle? What kind of 

a triangle? 

12. With the value of the angle and the paced distance, how is the horizontal 

distance and the vertical height computed? 

ASSUME THREE POINTS OF KNOWN ELEVATION AND USING 
THE SLOPE BOARD AND PACING, CHECK THESE ELEVATIONS 
BY THIS METHOD. THIS EXERCISE SHOULD BE REPEATED 
UNTIL STUDENT IS SURE THAT HE UNDERSTANDS THE 
METHOD. 

13. In computing vertical height and horizontal distance, should the pace 

distance be reduced to feet or inches? 



WAR DEPARTMENT R. O. T. c 

SURVEYING 

JOB No. 304 

PAGE a 



COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



14. What function of the angle is used for these determinations? 

REMOVE PLUMB LINE FROM BOARD AND PREPARE TO MEAS- 
URE HORIZONTAL ANGLES. 

15. How should the board be held when reading horizontal angles? 

16. What kind of a tripod will assist in measuring these angles? 

17. How should the board be held when angle is measured? 

18. Which edge of board should be nearest the observer when measuring an 

angle? 

19. Will a pin set up at the intersection at top of board assist in this work? 

20. How should the perpendicular line be placed in line with the first object? 

21. How can you measure the angle between several distant objects? 

22. How can you measure an angle greater than 30 degrees? 

23. How is an angle of 15 degrees laid off with the board? 

24. How can a right angle be laid off with the board? 



WAR DEPARTMENT R O. T. c. 

SURVEYING 

COMMITTEE ON EDUCATION jqb No 203 

AND SPECIAL TRAINING PAGE i ^ 



MILITARY SKETCHING 

Job No. 205 

Determine Lines of Reference by the Methods of This Job Sheet 

Equipment: Pocket magnetic compass, watch, two sighting poles, slope 
board with rough tripod. 

1. How do you set up the slope board? 

2. Which side of board is face up? 

3. Have you attached a sheet of drawing paper to the board? 

4. Using the magnetic compass, have you placed the board in such position 

that one edge is parallel to magnetic north? 

5. What is the process in Question 4 called? 

6. If a series of lines were run between different points and the board was 

oriented at each point, would the orienting lines be a series of parallel 
lines? Why? 

7. Why is it necessary to take a back sight at a previous station if the 

board is properly oriented at the station in question? 

8. If the hour hand of a watch is pointed at the sun and direction is taken 

half way between twelve o'clock and the hour hand, it will be ap- 
proximate south line. How can the slope board be oriented with a 
watch? 

9. What is the discrepancy between the magnetic south and south direction 

in Question 8? 

10. How can you tell the general direction of north by exam.ining a tree? 

11. How can a board be oriented by referring to such a north direction? 

12. How do you test this method with the other as given above? 

13. How do you establish an approximate true north? 

14. How is this north nearer correct than any of the previous methods? 

15. If such a line is established, how can the board be oriented? 

16. How is south direction established by sighting at the sun? At what time 

of day? 

17. Is this a good method by which to orient the board? 

18. Are any of these methods of sufficient accuracy for artillery fire? 

19. Why are sketches made with these reference lines of value? How can 

they be reduced to accurate information? 

20. Do you understand these methods? If so, explain them to others. 



WAR DEPARTMENT R. O. T. C. 

SURVEYING 
COMMITTEE ON EDUCATION jqB ^^ ^^g 

AND SPECIAL TRAINING PAGE I 



MlLriARY SKETCHING 

Job No. 206 

Make a Flat Sketch of an Area 

Equipment : Slope board, drawing paper, pace scale, magnetic compass, 
pencils. 

EXAMINE LIMITS OF THE AREA TO BE SKETCHED 

1. What is the proper point on the board at which to begin work? 

2. What kind of a tripod are you using on which to rest the board while 

sketching? 

3. What is the proper position of the board before beginning work? 

4. What is the orienting line? 

5. How have you drawn the orienting line on the board? 

ORIENT THE BOARD 

6. What line should be drawn when sighting from the first point? 

7. What is the distance from the first to the second point? 

8. What scale are you using for the flat sketch? 

9. What distance should be plotted on the sketch from the first to the sec- 

ond point? 

ORIENT THE BOARD AT SECOND POINT 

10. What is the check after orienting at the second station? 

11. What error appears when checking? 

12. What sight should be taken to locate the third point? 

PROCEED AROUND THE AREA TO LAST STATION 

13. Why should the board be oriented at each station? 

14. How does the last line close for direction and distance? 

15. How is a point located from a station by the method of intersection? 

16. Why should all buildings within the area enclosed be located? 

17. How do you verify the position of a point by resection? 

18. Why should the location of streams and fords be noted? 

19. Why should the general location of the sketch be shown on the final 

drawing? 

20. Why is it necessary to have the name of the sketcher and his organiza- 

tion appear on the sketch? 

21. Why should the date and scale of the sketch be shown? 

22. What is the declination of the needle used for this sketch? 

23. Why should this declination be shown on the sketch? 



WAR DEPARTMENT R. O. T. c. 

SURVEYING 
COMMITTEE ON EDUCATION jOB No. 207 

AND SPECIAL TRAINING PAGE i 



MILITARY SKETCHING 

Job No. 207 

Make a Road Sketch 

Equipment: Slope board, drawing paper, pace scale, compass, pencils. 

SELECT SOME DEFINITE POINT IN THE MIDDLE OF THE ROAD 
AT WHICH TO BEGIN THIS JOB. 

1. What is the usual horizontal scale for road sketches? 

2. What is the vertical interval used on road sketches? 

3. How far should information be taken on each side of the road? 

4. What is the drainage system of this area? 

5. Why should it be examined carefully? 

6. How have you determined the point on the paper at which to begin this 

work? 

7. Will the entire road sketch lie on the drawing paper as the board is now 

placed? 

8. How can your position on the ground be represented on the paper? 

9. Why should the magnetic compass be used on this job? 

10. Why should the compass needle be standing still when direction is read? 

11. What is the reference line for your sketch? 

12. What is the alidade of determining direction on this sketch? 

DRAW A LINE SHOWING DIRECTION OF ROAD. 

13. What is the pace distance to the next station? 

14. What is the elevation of the point where you now stand? 

15. How can this elevation be determined? 

16. What elevations have been taken to high points on each side of the road 

so contour lines can be interpolated? 

17. What is the elevation of the second point? 

18. How can you determine this elevation by the use of the slope board? 

19. Is your reading a plus or minus reading? 

20. What details, such as houses, trees, etc., are to be located near the begin- 

ning station? 

21. Why should this information be taken by intersection if possible? 

22. In order to locate certain points when should pacing be done? 



WAR DEPARTMENT R. O. T C. 

SURVEYING 
COMMITTEE ON EDUCATION JOB No. 207 

AND SPECIAL TRAINING PAGE a 



23. What details, as contours, topography, etc., should have been taken be- 

tween the first and second stations? 

ORIENT THE BOARD AT THE SECOND STATION. 

24. What check can be applied to insure proper orientation? 

25. Has the position of the second station been checked? 

26. What side shots have been taken at the second station for contours? 

27. What contour lines between first and second station have been inter- 

polated and sketched? 

28. What conventional signs are you using for this work? 

29. How is information taken to show curve or bend in the road? 

PROCEED WITH WORK IN REGULAR ORDER UNTIL JOB IS COM- 
PLETED. NOTE PARTICULARLY QUESTIONS BELOW WHICH 
GOVERN THE MAKING OF A ROAD SKETCH. 

30. What should be done to be sure that the road has been sketched correctly 

for direction? For slopes? 

31. What bridges, fords, culverts, streams, rivers, etc. have been noted and 

sketched? 

32. What structures in question 31 have been noted for dimensions? 

33. What information has been taken to show the condition of the road and 

structures as to repair, etc. for military travel? 

34. What forking and intersecting roads have been shown? 

35. What hedges, fences, places of concealment, etc. have been shown? 

36. What distance on each side of the road have ground forms for contour 

lines been shown? 

37. What is the location of all woods, bushes and cultivated fields on this 

sketch? 

38. What accessible watering places such as wells, ponds, lakes, creeks or 

rivers have been shown? 

39. What is the quality and quantity of the water available? 

40. How many horses can be watered at these watering places? 

41. What prominent features as high hills, etc. have been shown? 

42. What are the approximate heights of these prominent features? 

43. What constitutes a satisfactory road sketch? 

44. Has all information been taken in such a manner that bodies of troops 

can advance with assurance as to conditions to be encountered? 



WAR DEPARTMENT r. O. T. c. 

SURVEYING 

JOB No. 208 

PAGE I 



COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



MILITARY SKETCHING 

Job No. 208 

Make a Position Sketch of an Area Designated by Instructor 

Equipment: Slope board, pace scale, drawing paper, pencils. 

1. Is a position sketch a survey of an area or of a line? 

2. How can a camp site be laid off from a position sketch? 

3. How are position sketches assembled together to make a detailed sketch 

of a large area? 

4. What use can the artillery corps make of the information on a position 

sketch for determining direction of enemy, field of fire, aiming points, 
etc.? 

5. What principles underlie the work of a position sketch? 

6. In what respect do these principles vary from those underlying a road 

sketch? 

ORIENT THE BOARD AT EACH STATION AS IT IS OCCUPIED. 

7. What is the general location of the position sketch in reference to the 

last camp? 

8. What water courses have been shown? 

9. What is the quality and quantity of the water noted? 

10. What is the approximate amount of wood for fuel and repairs available 

on this sketch? 

11. What is the character of the soil of this area? 

12. What is the distance to the nearest towns? 

13. What is the possibility of defence from attack as determined from this 

sketch? 

14. What care should be used in making this sketch? 

15. What control points have been located by intersection? 

16. Why is it necessary to use great care in orienting the board at each 

station? 

17. Why should a general survey of the area to be sketched be made before 

work is begun? 

18. Why should the border of the sketch be outlined first? 

19. What contour lines have been drawn in on this sketch? 

20. What is the general drainage system of this area? 



WAR DEPARTMENT rotc 

SURVEYING 
COMMITTEE ON EDUCATION jqb No 208 

AND SPECIAL TRAINING PAGE 2 



21. What important points outside the boundaries of this sketch have been 

located? 

22. What footnotes have been made on this sketch? 

23. If making position sketch for use of artillery what care should be used 

in scaling distances? 

24. Why is it necessary to locate the limit of the hostile sector and the 

general direction of a possible attack? 

25. What information should be shown for "cover of troops"? 

26. Why should the location of friendly troops be shown? 

27. Why should possible approaches and exits be indicated on the sketch? 

28. Where can observation posts be located within this area? 

IF WORK HAS NOT BEEN DONE SATISFACTORILY ON THIS 
SKETCH REPEAT THE JOB. 



WAR DEPARTMENT R. O. t. c. 

SURVEYING 
COMMITTEE ON EDUCATION jqb No 209 

AND SPECIAL TRAINING PAGE I 



MILITARY SKETCHING 

Job No. 209 

Make a Place Sketch of an Area from a Position Designated 
by the Instructor 

Equipment: Slope board, drawing paper, pace scale, pencils, (field 
glasses if possible). 

1. How has the work on the previous sketches been done with reference to 

concealment of the sketcher? 

2. In a place sketch why is the sketch made from one point of observation? 
4. Why is such a sketch of great value in war operations? 

4. What is the horizontal scale and vertical interval for this sketch? 

5. Why are all distances and elevations estimated in a place sketch? 

6. Why should estimates of distances be made in yards? 

BEFORE BEGINNING THIS WORK ESTIMATE THE DISTANCE OF 
100 YARDS AND CHECK WITH TAPE. 

7. Why is it that when the sun is behind the observer and the object is in 

a bright light that it appears nearer than it really is? 

8. When viewed over a body of water why does an object appear nearer 

than it really is? 

9. When an object is below the observer why does it appear nearer than 

it really is? 

10. In such cases what distances should be added to the normal estimate? 

11. How can you judge this? 

12. Why is it that in viewing objects up a steep hill that they appear farther 

away than they really are? 

13. When an object is seen across undulating ground why does it appear 

farther away than it really is ? 

14. What distance should be subtracted from the normal estimate in such 

cases? 

15. At what distance are church spires, windmills, chimneys visible? 

16. At what distance are the trunks of large trees visible? 

17. At what distance are the troops in columns visible? 

18. At what distance will the arms of marching troops be visible? 

19. What is the fixed distance that telephone and telegraph poles are set 

apart along a line? 



WAR DEPARTMENT R. O T C. 

SUliVEYING 
COMMITTEE ON EDUCATION ,qb ^j^ 

AND SPECIAL TRAINING PAGE i 



20. If the land is divided into sections, what are the distances between the 

fences? 

21. What is the distance of a visible horizon on water in miles? 

22. At what distance can sound be heard? 

23. If the field glasses have a mil scale how can distances be estimated? 

24. What distance does an angle of one mil subtend at a distance of one 

thousand meters? 

25. If an angle can be measured in mils and the approximate dimension of an 

object is known, how can the distance be determined to the object 
approximately? 

26. What is the average height of barns, railway cars, poles, wagons? 

27. What is the average width of these objects? 

28. If you were in charge of a patrol in hostile territory and you were 

concealed at some high point, how would you locate on a place sketch 
the position of enemy troops? 

29. Why would such information, although approximate, be of value to your 

commander? 

30. How could a place sketch be made upon a message book? 

31. How can the message book be oriented? 

32. How is the rifle sight leaf used in estimating distances? 

33. How can distances be estimated by using a pencil and ranging between 

the top of a pencil and the thumb as moved along the pencil? 

34. How would you proceed to determine the contour lines on a place sketch? 

35. Would it be well to place limits of the sector in which you are making 

your place sketch? 

36. What prominent control points determine these limits? 

37. In making a place sketch why should the observer have a keen eye for 

critical points? Why should he be able to estimate distances to a fair 
degree of accuracy? 

38. Why should an observer who is making a place sketch be able to work 

very rapidly? 

COMPLETE YOUR SKETCH IN SUCH A MANNER AS TO GIVE IN- 
FORMATION OF REAL VALUE. IF NOT REPEAT THIS JOB. 



WAR DEPARTMENT R. O. T. c. 

SURVEYING 
COMMITTEE ON EDUCATION jOg No 210 

""■" ~" " PAGE I 



AND SPECIAL TRAINING 



MILITARY SKETCHING 

Job No. 210 

Make a Panoramic Sketch by the Approximate Method 

Equipment: Notebook, pencil, mil-scale, compass field glasses. 

1. What is the purpose of the panoramic sketch? 

2. What are the fundamental principles underlying a good panoramic 

sketch? 

3. How can the sketcher tell what details of information are unimportant? 

4. In what way does a panoramic sketch differ from a landscape sketch? 

5. Why is a high degree of artistic ability unnecessary? 

6. How is the terrain shown in a panoramic sketch? 

7. In making the sketch of a section of country, why is an accurate picture 

of essential military information of greater value than a pretty sketch? 

8. What is meant by the hasty panoramic sketch? 

9. Why is it of importance to locate quickly targets and important points? 

10. Why is the time element of great value? 

EXAMINE THE TERRAIN AND DETERMINE THE LIMITS OF THE 
SECTOR TO INCLUDE ALL THE POINTS TO BE SHOWN. 

11. How is the notebook held so that the limits of the sector will lie on the 

notebook page? 

12. Why is a previously ruled page of value? 

13. How is the sky line sketched? 

14. How are the successive crest lines drawn between skyline and observer? 

15. Why will too much vertical exaggeration spoil the value of the sketch? 

16. How are the targets and important points located on the several crests? 

17. Why should a reference line be shown on the sketch? 

18. How is this reference line selected? 

19. How are regular measurements made with the mil-ruler? 

20. How is the angular deflection shown? 

21. How is the point described? 

22. How is the information as to range shown? 

23. How is the information as to range secured? 



WAR DEPARTMENT SURVEYING 

COMMITTEE ON EDUCATION JOB No. 210 

AND SPECIAL TRAINING PAGE 9 



24. Why should the sketch show location of place where made, name of 

sketcher, date, time, weather, etc.? 

25. How is the sketch oriented? 

26. Why is such a sketch of real value? 

BECAUSE OF THE VALUE OF SUCH SKETCHES THIS JOB SHEET 
SHOULD BE REPEATED A NUMBER OF TIMES IN ORDER THAT 
THE SOLDIER MAY BECOME EXPERIENCED IN THIS WORK. 



WAR DEPARTMENT R. O. T c. 

SURVEYING 
COMMITTEE ON EDUCATION jqjj jj^ ^^^ 

AND SPECIAL TRAINING - PAGE i 



MILITARY SKETCHING 

Job No. 211 

Make a Complete Panoramic Sketch by Accurate Method 

Equipment: Sketching pad ruled in squares, mil-ruler, compass, field 
glasses, 2-H pencil, 2-B pencil, eraser, map of area to be sketched. 

1. How is distance or depth shown on a panoramic sketch? 

2. What happens to any system of parallel horizontal lines in a plane not 

parallel to the plane of the observer? 

3. What happens to any system of vertical parallel lines no matter in what 

plane? 

4. What happens to any system of parallel lines not horizontal in a plane 

not parallel to the plane of the observer? 

WITH SKETCHES PROVE THE TRUTHS IN ABOVE QUESTIONS. 

5. How do objects near at hand appear to the observer? Those far away? 

6. How is the effect of perspective shown in a mechanical way? 

7. How is ground slope and form shown on a panoramic sketch? 

8. How is the form of two hills shown by a sketch? 

9. What is the difference in lines to show tops of trees and tops of bare hills? 

10. Why does the shading of all objects detract from the value of the sketch? 

11. Why is the shading of some objects essential? How is this determined? 

12. What is the conventional sign to be used for a village? Wooded area? 

Telegraph lines? Railroad? 

PROCEED TO POINT DESIGNATED BY INSTRUCTOR AND MAKE 
COMPLETE PANORAMIC SKETCH. 

13. Why does the landscape appear to be a confused mass of detail to the 

inexperienced observer? 

14. Why is ft that the mass groups of an area can be more easily recognized 

by viewing them with half closed eyes? 

15. Why should the beginner study the area very carefully before making 

a single line? 

16. Why is it necessary first to determine accurately the limits of the area? 

17. How is this done by inspection of the map? 

18. Why is it first necessary to orient one's self before beginning the work? 

19. How is the scale of the sketch determined? 



WAR DEPARTMENT R. o. t c. 

SURVEYING 
COMMITTEE ON EDUCATION JOB No 2ii 

AND SPECIAL TRAINING PAGE 2 



20. Why is a sketch useless if not properly oriented? 

21. Since casualties are frequent among sketchers and observers why is it 

mandatory to orient the sketch at once? 

22. Why should the area be carefully examined through the field glasses? 

23. How is the origin for horizontal control chosen? 

24. Why should this be plotted at once upon the sketch? 

25. What two important considerations should be given the selection of 

the reference point? 

26. Which of the following two points fill the requirements of Question 

25 ; a house or the top of a high hill ? 

27. How is the basis for vertical control determined? 

28. Is it necessary to draw to scale vertical information? How is this done? 

29. When the horizontal and vertical control are established how is the 

framework drawn in? 

30. What points should be selected in developing the frame work? 

31. How is the framework drawn in by holding the sketching pad in a 

vertical position before the eye of the observer? 

32. How is this framework first drawn in? 

33. Are details filled in before or after the framework is drawn? 

34. How are targets and important points designated? 

35. Why should all angular deflections to objects be shown? 

36. Why should the range of various objects be indicated? 

37. Why is it that sub-sketches are of great value? When are they made? 

38. In case the area to be sketched is too large to show clearly on a small 

scale, what should be done? 

39. If a second or third sheet are used in such a case, how are the sketches 

"tied" together? 

40. Why are foot notes of great value on a sketch? 

41. Why should the sketcher aim to make all information clear? 

42. Why should aiming points be described in the sketch? 

AS A COMPLETE PANORAMIC SKETCH IS OF GREAT VALUE IN 
MILITARY OPERATIONS, THIS JOB SHEET SHOULD BE SUPPLE- 
MENTED BY A NUMBER OF FIELD EXERCISES SO THAT THE 
STUDENT MAY ACQUIRE FACILITY IN THE PERFORMANCE OF 
THIS KIND OF WORK. 



WAR DEPARTMENT R. O. T. C. 

SURVEYING 
COMMITTEE ON EDUCATION jQg ^^ ^^^ 

"" " PAGE I 



AND SPECIAL TRAINING 



MILITARY SKETCHING 

Job No. 212 

Make a "Grid Board" 

Ejquipment: Drawing board, sheet of zinc size of board, sheet of good 
quality drawing paper size of board, jar of paste. 

1. What is the graphical method of solving trigonometric work? 

2. What is the initial basis of all firing data for artillery work? 

3. Why are the co-ordinates of the position of the directing gun of value? 

4. How can a grid board be used to check trigonometric computations? 

5. How can range and gisement be determined when the surveying demands 

haste? 

6. What is the reason for visualizing the relative positions of the gun and 

the target? 

7. Why is it that a battle map cannot be used for such information as 

required in above questions? 

8. Why does the grid board give true representation of the features of the 

battle map? 

9. What is the field of use of the grid board? 

PREPARE GRID BOARD BY TACKING THE SHEET OF ZINC ON IT 

10. Why does the sheet of zinc require "backing?" 

11. Would beaver board be suitable backing on which to fasten the zinc? 

12. Why is it necessary to have a sheet of zinc on the board? 

MOUNT THE DRAWING PAPER ON THE ZINC 

13. Why should the drawing paper have a good surface for taking ink? 

14. How can a good "stretch" of the paper be made? 

15. Why should the paste be free of lumps? 

16. Should the paste be first applied to the zinc or to the paper? Why? 

17. How can paper be pressed down on the zinc without soiling it? 

18. How should the paper be smoothed out when fastening down to board? 

19. How is the excess paste, air bubbles, etc., worked out from under the 

paper? 

20. Why should the excess paste be removed from sides of the board? 

21. Where should board now be placed in order to dry? 



WAR DEPARTMENT r o. t. c. 

SURVEYING 
COMMITTEE ON EDUCATION jqB ^^ ^ 

AND SPECIAL TRAINING PAGE i 



MILITARY SKETCHING 

Job No. 213 

Lay Out Quadrillage on Grid Board and Check Work 

Equipment : Grid board with mounted paper, triangles, pencils, pencil 
compasses, T-square. 

1. Why should the major axis for quadrillage system be drawn in center of 

of board? 

2. Where should the minor axis for this system be drawn? 

3. How has the true perpendicular position of the minor axis been deter- 

mined ? 

4. How can one prove that these axes are exactly at right angles to each 

other? 

5. What is the scale for this quadrillage? 

6. How can these quadrillage lines be laid off with great accuracy by using 

the pencil compasses? 

7. What type of scale should be used in spacing these lines? 

8. How are the metric co-ordinates numbered on the grid board? 

9. Does the quadrillage on this board represent the quadrillage system of a 

certain portion of the battle map? 

10. Why is it that the quadrillage should be precise? 

11. What is the process of checking this work by diagonals? 

12. What is the maximum error allowable in the construction of the quad- 

rillage? 

13. How are the co-ordinates of the position of an object determined on the 

battle map? 

14. How is this position transferred to the board? 

15. Why is it necessary to locate the position of the batteries on the grid 

board? 

16. What is meant by drawing a sheaf of Y-azimuths? 

17. How often is each ray or line drawn to form this sheaf? 

18. Why should the X and Y axes be drawn through the position of the 

directing gun? 

19. What Y-azimuths do these X and Y axes represent? 

20. Why should the 800 mil ray be drawn? 

21. How are the other intermediate rays laid out? 

22. What kind of a protractor could be used for determining the position of 

these rays? 

23. What other methods can be used for laying off these angles? 



WAR DEPARTMENT R. O. T. C. 

SURVEYING 
COMMITTEE ON EDUCATION jOE No. 214 

AND SPECIAL TRAINING PAGE i 



MILITARY SKETCHING 

Job No. 214 

Use the Grid Board for Field Observation 

Equipment : Grid board with quadrillage, pencils, triangles, sheet of trac- 
ing cloth or paper, topographic map of vicinity divided into one thousand 
meter squares. 

ASSUME POSITION OF GUN IN THE FIELD. AND HAVING 
ORIENTED THE GRID BOARD, LOCATE THE GUN ON THE QUAD- 
RILLAGE SYSTEM. RULE UP TRACING CLOTH IN SAME SCALE 
QUADRILLAGE SQUARES AS THE GRID BOARD. 

1. For what purpose is the grid board used? 

2. How should the tracing be placed on the topographic map so that the 

lines of the system will coincide with those of the topographic map? 

3. How are the co-ordinate lines placed to accurately coincide with these 

lines? 

4. Having located the tracing paper on the topographic map, how do you 

locate the targets on the tracing paper? 

5. How are these points transferred to the grid board? 

6. If the co-ordinates of the position of the targets were accurately known, 

how is a target plotting made upon the grid board? 

7. How is the range determined for each gun? 

8. How can the graduations of the ruler be checked with the grid lines? 

9. If the zero division fails to coincide with its corresponding grid line, what 

should be done? 

10. How do you make an accurate check of the work? 

11. How is the gisement of the target measured? 

12. How would you use a protractor for determining direction? 

13. What are corrections for parallax? 

14. How do you determine the angle for the sight? 

15. What trigonometric computations are made for range and Y-azimuths? 

16. How are the targets catalogued? 

CHECK UP VALUES FOR RANGE AND GISEMENT OF TARGETS AS 
DETERMINED UPON THE GRID BOARD. IF IN ACTUAL WORK OF 
FIRING, THIS WORK SHOULD BE VERIFIED BY THE BURSTS. 
THIS JOB IS GIVEN TO ACQUAINT THE STUDENT IN A GENERAL 
WAY WITH THE USE OF THE GRID BOARD. 



TOPOGRAPHIC DRAWING 



WAR DEPARTMENT R. O. T. c. 

SURVEYING 
COMMITTEE ON EDUCATION jO£; Nn 3„o 

AND SPECIAL TRAINING I'AGE i 



TOPOGRAPHIC DRAWING 

Job No. 300 

Draw a Number of Lines of Varying Thickness With a Ruling Pen, a 
Railroad Pen, and Pen Compasses 

Equipment : Two ruling pens, one for coarse work and one for fine work. 
Railroad pen. Pair compasses with pen, pencil and needle points. 

SELECT A DRAWING OR RULING PEN FROM INSTRUMENT SET. 

1. How does the ink flow from an ordinary writing pen? 

2. How does the ink flow from the ruling pen? 

3. Can the flow of ink from the ordinary writing pen be regulated? 

4. How is the flow of ink regulated from the ruling pen? 

5. What is the purpose of the thumb screw on one side of the ruling pen? 

6. In which direction should the thumb screw point if drawing a line? 

7. How should the pen be held when drawing a line? 

8. How is a fine ink line drawn? 

9. How is a coarse ink line drawn? 

10. On what part of a topographical plan should a fine ruling pen be used? 

A coarse one? 

11. How is the pen opened for cleaning off the ink? 

12. How should a pen be cleaned? 

13. When the ink does not run freely from the pen what may be the trouble? 

14. What is meant by drawing a trial line? 

15. How can one prevent a pen from failing to feed ink in the middle of a fine 

line? 

16. If the pen does fail to feed in the middle of a fine line what should be done 

to secure the best job in finishing the line? 

17. If the points of the pen are not in contact with the drawing, what will be 

the result in drawing a line? 
13. How should the pen be held if being sharpened? 

19. What motion should be imparted to the pen when being sharpened? 

20. What kind of an oil stone should be used to sharpen the pen? 

21. Should the stone be wet or dry when being used? 

22. What will be the shape of the points when pen is properly sharpened? 



WAR DEPARTMENT R O T C 

SURVEYING 
COMMITTEE ON EDUCATION jOB No 300 

AND SPECIAL TRAINING PAGE 2 



23. What is the test to ascertain whether the points are of equal length? 

24. What is the nail test for a properly sharpened pen? 

25. What is the light test for a properly sharpened pen? 

26. What is the rocking test for a properly sharpened pen? 

27. What is the final test before the pen is used? 

28. Examine the railroad pen; in what particular respect does it differ from 

the ruling pen? 

29. How is it adjusted for drawing parallel lines? 

30. Using the railroad pen, draw parallel lines 1/16 of an inch apart. 

31. Using a ruling pen, draw parallel lines of 1/16 of an inch apart. 

32. With which pen have you done the best work? 

33. Repeat the test a number of times. 



WAR DEPARTMENT R. O. T. c. 

SURVEYING 
COMMITTEE ON EDUCATION jqb No. 301 

AND SPECIAL TRAINING PAGE I 



TOPOGRAPHIC DRAWING 

Job No. 301 

Draw Lines Using Triangles, Scales and Drawing Paper 

Equipment: 30/60 degree triangle, 45 degree triangle, engineer's scale, 
sheet drawing paper, pencils. 

1. Which of the triangles is a 30/60 degree triangle? 45 degree? 

2. What is the ratio of the base of the 30/60 to the altitude? What is the 

natural sine of 30 degrees? Is the triangle accurate? 

3. What is the ratio in the 45 degree triangle between the altitude and the 

base? Is this correct for a 45 degree triangle? 

4. What are the scooped-out places in the opening of the triangle? What 

is their use? 

5. How are parallel lines drawn with a pair of triangles? 

6. In drawing a line through a point should the corner of the triangle be at 

the point? Why? 

7. In erecting a perpendicular through a point on a line, should one edge of 

the triangle be fitted to one line and use the other edge of the triangle 
to erect the perpendicular? Why? How should it be done? 

8. How can the hypothenuse or long side of the triangle be used to erect 

a perpendicular? 

9. If the triangles slip during the exercise what should be done? Why? 

10. How can an angle of 75 degrees be drawn with the triangles only? 15 

degrees? 

11. How should the light fall on the work in order to get the best results when 

using the triangles? 

12. How is a new triangle tested? Why? 

13. How can the error in width of lines in scaling be determined by using tri- 

angles? 

14. Why should a decimal scale be used for engineering work? 

15. If using the scale, how are field measurements laid off? Is there any re- 

duction necessary? 

16. What do the smallest subdivisions of the 50 scale represent? 40 scale? 

20 scale? 

17. Draw a line 365 ft. on a scale of 1 inch equals 100 ft., using the 50 scale. 



WAR DEPARTMENT •< O. T C 

SURVEYING 
COMMITTEE ON EDUCATION jOB No. 301 

AND SPECIAL TRAINING PAGE • 



18. What is the best kind of paper for map work? 

19. In case paper is to be tinted, what should govern the selection of paper? 

20. How can the paper be kept from shrinkage and expansion? 

21. Should map drawings be kept flat? Why? 

22. How much shrinkage might be expected in a map 4' x 5'? 

23. Should "green" paper be used at once? 

24. Will the paper be stretched if rolled up? Why? 

25. When fastening the paper to the board is it best to fasten down the 

corners only, or should thumb tacks be placed along the edges at 
intermediate points? 

26. Which side of the paper should be placed uppermost? 

27. What is the method of stretching drawing paper by first sponging it? 

28. What other method can be used for stretching the paper? 

29. What precautions are necessary to keep drawing as clean as possible? 

30. Is it good practice to make erasures on the drawing paper? How can 

these be reduced to a minimum? 



WAR DEPARTMENT R. O. t. c. 

SURVEYING 
COMMITTEE ON EDUCATION jOu No 302 

AND SPECIAL TRAINING PAGE i 



TOPOGRAPHIC DRAWING 

Job No. 302 

Draw Lines With Contour Pen 

1. Examine contour pen; in what respect does it differ from tiie ruling pen? 

2. Is the point of the pen on the axis of the handle? Why? 

3. Remove the lock nut on the end of the handle opposite the pen point. 

4. Is the pen handle solid metal? Why? 

5. Is the pen handle removable? Why? 

6. What is the object of the spindle? 

7. What is the object of the lock nuts? 

8. Can the contour pen be used as a ruling pen? How? 

9. How much movement should be allowed in using the contour pen to 

secure best results? 

10. Why should the rotation be free and not restrained? 

11. What is the object of allowing the pen free rotation in drawing a line? 

12. How should the pen be held to secure best results? 

13. How can the pen, when filled with ink, be set down on the paper and not 

cause a blot? 

14. How can the pen be set down exactly on the point desired? 

15. Should there be a free movement of the arm when using a contour pen? 

16. How are sharp bends in the contour lines turned? 

17. Is it good practice to ink, free hand, sharp bends on contour lines? 

18. Transfer in ink with an ordinary writing pen, to tracing cloth, contour 

lines in Figure No. 1, Job Sheet No.6. 

19. Transfer in ink with a contour pen the contour lines in Figure No. 1, 

Job Sheet No. 6. 

20. Which method gives the better result ? 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



R. O. T. C. 

SURVEYING 

JOB No. 303 

PAGE I 



TOPOGRAPHIC DRAWING 

Job No. 303 

Enlarge Figure on This Job Sheet Three Times its Present Size Using 
the Proportional Dividers and the Pantograph 




1. Examine proportional dividers. What is the object of having points on 

both ends? 

2. What is the purpose of the mark along the flat sides? 

3. What is the purpose of the movable center block? 

4. Which end of the dividers is set to a large distance ? 

5. How can you establish a ratio between ends of dividers? 

6. How are the dividers set so that one end will measure two inches and the 

other one inch? 

7. If a map was to be reduced one-third in size, how would the dividers be 

set? 

8. Is the reduction or enlargement accomplished by these dividers an accurate 

job? 



WAR DEPARTMENT R. O T. c. 

SURVEYING 
COMMITTEE ON EDUCATION JOB No 303 

AND SPECIAL TRAINING PAGE 3 



9. How should the dividers be held when transferring measurement from one 
sheet to another? 

10. What is the principle of the pantograph? 

11. How is the pantograph adjusted for reproducing at different scale? 

12. Which is the tracing point of pantograph? The copying point? 

13. Should reproduced map be tested for accurate enlargement? 

14. Have you compared the sketch enlarged with proportional dividers and 

the sketch enlarged with the pantograph? 

15. Which method is quicker? More accurate? 



WAR DEPARTMENT 



R. O. T. C. 
SURVEYING 

COMMITTEE ON EDUCATION JOB No. 304 

AND SPECIAL TRAINING PAGE i 



TOPOGRAPHIC DRAWING 

LETTERING 

Job No. 304 

Reproduce the Titles on This Sheet Above This Line, Using, However, the 
Style of Lettering With WTiich You Can Do Your Best Work 

1. Have you had previous instruction in lettering in a mechanical drawling 

course? 

2. Has your lettering been restricted to one alphabet? 

3. What other styles of lettering can you do? Prove it. 

4. What controls the types of letters to be used on topographic maps? 

5. Why should certain names be recorded in capital letters on topographic 

maps? 

6. What governs the size of the capital letters? 

7. In using lower case letters are some made larger than others? Why? 

8. Why are different classes of information recorded by use of different 

alphabets? 

9. Why should a topographic draftsman have a knovirledge of several dif- 

ferent alphabets? 

10. What is the standard in executing alphabets towrard which all topographic 
draftsmen should aim? 

IL How does the use of these several alphabets contribute toward clearness? 

12. Does good lettering depend wholly upon the ability to handle a pen? 

■>3. What is the general effect if the lettering is well formed and well propor- 
tioned and well spaced even though some of the strokes are free hand? 

14. Does the use of the T-square and triangles in lettering improve the work? 

15. Should letters of different alphabets be used in the same word? 

16. What general styles of lettering are required on topographic maps? 

17. Are ornamental letters recommended for use on maps? 

18. How v/iW poor lettering affect the appearance of a map? 

19. Should more time be spent on the lettering than on the plotting? Why? 

20. Does ornate lettering improve the accuracy of a map? 

21. What is the Roman type of lettering? 

22. Why are capital letters of the Roman type difficult to make? 



WAR DEPARTMENT R. O. T. C. 

SURVEYING 
COMMITTEE ON EDUCATION jOB No. 304 

AND SPECIAL TRAINING PAGE 1 



23. What is the most difficult part of a Roman letter to make? 

24. What is the Gothic type of lettering? 

25. Which alphabet should be mastered first, the Roman or the Gothic? 

26. Which is the more difficult Gothic letter to make, the vertical or inclined? 

27. Which will give the more uniform appearance, the vertical or inclined? 

Why? 

28. Is it proper to draw top and bottom guide lines in pencil before blocking 

out the letters? Why? 

29. Should the first practice letters be executed in pencil or in ink? 

30. Will an expert require guide lines? Will he roughly block out his letters? 

31. What governs the proportion in the heights of letters? 

32. Should the lettering in pencil be a finished product? 

33. Is a ruling pen used in inking the letters? What is used? 

34. What kind and number of pen is used for the fine lettering? For the 

heavier lettering? 

35. How is a new pen "broken in"? 

36. Is it advisable to partly draw the temper from a pen point? Why? 

37. Should a penholder have a large grip? 

38. Should a pen be wiped off frequently when lettering? Why? 

39. When pen has been inked should it be tried on the drawing at once? 

40. Why is a "shield" used for erasing letters? 

41. Should the stopper be kept in the ink bottle when not in use? Why? 

42. In making the curves in letters, is it good practice to use a pen compass? 

43. Are clean-cut corners to letters good practice? 

44. How much space should be left between the letters? 

45. How much space should be left between words? 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



R. O. T. C. 

SURVEYING 

JOB No. 305 

PAGE I 



TOPOGRAPHIC DRAWING 

LETTERING 

JoblNo. 305 

Cn Separate Sheet of Paper Reproduce the Alphabet in Vertical Gothic 
Letters as Given Below 






' 5J ' ' S ' ' 5i ' I 55 ' ' 5 ' I 4^ ' 1 5^ ' ' 5 ' 'I I 4 I I Si 



' Si ' 1 5V 



si , I Sif , 4 1 Is, I ,s\ ] 5 , I B I I 5i] ^ I |T] 






* 1 4^ I 1 4J 1 , 4J I I 4t I ' 4i- 



' 4i 1 I 4i I ; 4t ; ; 5 



MonntaiD's:: 
ey:s;. Sains:.: 



WAR DEPARTMENT R O. T. C. 

SURVEYING 
COMMITTEE ON EDUCATION jOB ^o 30s 

AND SPECIAL TRAINING PAGE 3 



1. When is the vertical type of Gothic alphabet used? 

2. Are the names of mountains, plateaus, etc., lettered in Gothic capitals? 

3. Should the size of the vertical Gothic letters be smaller than those used 

for names of civil divisions? 

4. What is the largest size lettering for names of mountains on maps where 

R.F. equals 1/10560? 

5. What is smallest size letter used on a map with the scale as in question 

above? 

6. What is the largest size of Gothic letter used on the map, R.F. equals 

1/63360? The smallest size? 

7. When lettering the names of peaks, small valleys, etc., are lower case' 

Gothic letters used with capital initials? 

8. What is the largest size of lettering used for this kind of information in 

the above question on maps where R. F. equals 1/10560? 

9. What is the size of this type of Gothic letters to be used on maps where 

R.F. equals 1/62500? 

10. Is it proper to use two heights of capital letters when using Gothic 

alphabet? 

11. What governs the thickness of the lines in the use of the vertical Gothic 

alphabet? 

12. In what color ink is this lettering done? 

13. Why should names of objects be lettered in pencil before final lettering 

is done in ink? 

14. If capital Gothic letters smaller than those shown on this job sheet are to 

be used, how are the dimensions reduced proportionally? 

15. Which letter is the most difficult one to make? 

16. Is it good practice to do this lettering free hand? 

17. What governs the spacing of these letters when names of objects are 

printed? 



WAR DEPARTMENT R. O. T. C. 

COMMITTEE ON EDUCATION ^inn^v ^"^'r^ 

AND SPECIAL TRAINING JOB No. 306 

PAGE I 



TOPOGRAPHIC DRAWING 

LETTERING 

Job No. 306 

On Separate Sheet of Paper Reproduce the Alphabet in Inclined Gothic 
Letters as Given Below 

I si I ' 5 ' I Si I. ' Si ' ' S I ' *i ' ' 5i ' ' 5 ' i' ' 4 ' ' Si I 



4i I it , I 4i I 16 1 ' 4} ' • e* ' ' S ' ^ S I I Bi ,' 'It 



/ , Si , / Si / / 5 I ; 4$.! 
I SI I si I ;sti I sii I St I ,'4!/^ I SI Ji j^ ;st; K I a I Is; 
I & I I Sit iSif /■*/ Is; ,f / s,' I 5/ / iT / ; Si; ■ksi j sj 



jhji:: _ _, 

// / *i I I ■>f / / ■li I 1 4i ; / ■»* ,' / 4t / ; -ff I I -ft I ; s i 



jN2jjinjiON5: 



WAR DEPARTMENT R. O. T. C. 

SURVEYING 
COMMITTEE ON EDUCATION JOB No. 306 

AND SPECIAL TRAINING PAGE 2 



1. When is the inclined type of Gothic alphabet used? 

2. Are names of public works lettered in Gothic capitals? 

3. What is largest size inclined Gothic letter used on maps where R.F. equals 

1/10560? 

4. What is the smallest size used on large scale maps? 

5. When lettering the names of tunnels, railroads, wagon roads, etc., what 

type of inclined Gothic capitals are used? 

6. Is it proper to use two heights of capital letters when using inclined Gothic 

alphabet? 

7. If lettering a Gothic alphabet where the thickness is too large for single 

stroke, what is the usual procedure? 

8. Should each letter be finished separately before beginning the next? 

9. What two things should be observed in drawing any letter? 

10. Is it good practice to first letter names of objects in pencil? When letter- 

ing on tracing cloth, would a sheet ruled in squares, slipped under the 
cloth, assist materially in this work? 

11. What is the ratio of the inclination of the inclined Gothic letter? 

12. Should one practice continually in order to acquire facility in freehand 

Gothic lettering? 

13. What governs the spacing of the inclined Gothic letter? 

14. Are contour numbers lettered in Gothic? If the contour lines are drawn 

in brown ink in what color ink are they numbered? 

15. What is the standard height for contour numbers on a map where the R.F. 

equals 1/10560? 

16. If the scale of the map is increased above that in Question 15, should the 

heights of the figures be increased? How much? 

17. What is the height of the contour numbers on maps where R.F. equals 

1/63360? 



WAR DEPARTMENT R. O. T c 

COMMITTEE ON EDUCATION SURVEYING 

AND SPECIAL TRAINING ^ No. 307 



PAGE I 



TOPOGRAPHIC DRAWING 

LETTERING 

Job No. 307 

On Separate Sheet of Paper Reproduce the Alphabet in Vertical 
Roman Letters 

' 5' ' I 5 . I si : Tst I 1 5 ; 4| I I si i 1 s 1 lir T < T 

'. 5t I I ■♦i ' 1 6 I |4i J I 6 T ! 4| I I TV] Tb T ■ S ' P 5^ I 



5j lJt^_'=*- ' ' H ' ' 5^ ' I •♦l 




^ f.Lj.s.l.jjiTj.l.j.L.l.LJ.J-A.J.J.J'il.*,,. 

5V I J Si I - ^3 

rOHIQ.'w .■:B;oiSE::(co-ty) 

TUXEnO; (Township) ; .'CmCAGD".:: (principal Cities) 

:"YanC.D.U\'BT.V(Townsj ;-Qu cmkassce; .(Viilaaes) 



WAR DEPARTMENT surveying 

COMMITTEE ON EDUCATION JOB No. 307 

AND SPECIAL TRAINING PAGE 2 



1. When is the vertical type of Roman alphabet used? 

2. Are the letters of this alphabet difficult to make? 

3. How are the names of civil divisions lettered? 

4. What is the largest size letter used on maps where R.F. equals 1/10560? 

5. Why are different size vertical Roman alphabets used on the same maps? 

6. Why are two types of letters used in lettering the names of towns and 

villages? 

7. What distinction is made in lettering towns, and villages of some im- 

portance? 

8. In the vertical Roman alphabet does the width of the stroke in lettering 

diminish with the height of the letter? 

9. When recording the names of states, counties and principal cities, 

what are the maximum and minimum heights of letters on maps where 
R.F. equals 1/10560? 

10. What are the smallest lower case letters used? 

11. What determines the minimum size to be used on the map? 

12. If lettering the names of civil divisions, should the letters be on lines 

parallel to the bottom edge of the map? 

13. Where should the name of a county or township be located in the area 

represented? 

14. Would there be different spacing for letters in such a case according to 

the size of the area? 

15. If the area is very irregular, how may the lettering be done within the 

area? 

16. What is the general rule for placing all lettering on a map? 

17. Where is the name of a town or city placed on a map? 

18. Should these names be above or below the actual location? 

19. Why should a position be chosen for this lettering that will least interfere 

with the other information on the map? 



WAR DEPARTMENT R. O. T. c, 

SURVEYING 
COMMITTEE ON EDUCATION jOb No 308 

AND SPECIAL TRAINING PAGE i 



TOPOGRAPHIC DRAWING 

LETTERING 

Job No. 308 

On Separate Sheet of Paper Reproduce the Alphabet in Inclined 
Roman Letters 

I s • l a ' I St : ' St / I s I si 




I s J I Si I tsi I 'istT*! Si I It l]^y'~ I s I llVjl.sii!! It " / jsli e / 

Isi ; j sil 1 1 1 1 s I 'si' ' s ' ' s ' I 3 'I sf / I'tys,' I s I 
ill ! ■^i I ' ■*} 1 1 *i ! I ■*» '' I ^i i ' ■'i / / "^i ' ' ''i ! I * ' 

ddesk: ymY.: 

rmVERZ zEund:: 



WAR DEPARTMENT R. o. T. c. 

SURVEYING 
COMMITTEE ON EDUCATION JOB No. 308 

AND SPECIAL TRAINING PAGE 2 



1. When is the incUned Roman alphabet used? 

2. What is the ratio of inclination in the inclined Roman alphabet? 

3. How are the names of bodies of water usually lettered? 

4. Is there any variation for maximum and minimum sizes of letters when 

using the inclined Roman alphabet on the map? 

5. Should the draftsman use his own initiative in selecting the size of letter- 

ing to be used? 

6. How does the importance of the feature regulate the size and thickness 

of the letters? 

7. In lettering the name of a stream, how should the lettering be placed in 

reference to the direction of the stream? 

8. Is it a difficult task to select the location for names of streams, rivers, etc.? 

9. In lettering the name of a bay or large lake, why should the lettering be 

done within the water area? 

10. When do occasions arise where the name of a large body of water may be 

omitted? 

11. When do occasions arise where the name would be allowed to extend 

beyond the margin of the map? 

12. Should the draftsman experiment with pencil letters to secure the best 

location for names? 

13. If in lettering the name of a lake it is not possible to place the name within 

the boundaries, what should be done? 

14. When can the name of a lake be lettered outside of the area? 

15. In lettering a very crooked stream, should the name follow the general 

course of the stream? 

16. What is the fundamental principle in lettering a map? 

17. When is spacing of letters, other than regular spacing used? - 

18. If a stream is not of sufficient width to allow the name to be lettered 

within the shore lines, where can the name be placed? 

19. In sketching guide lines for lettering of streams, is such sketching done 

free hand? Why? 

20. In lettering streams, what is the rule for spacing between letters? 



WAR DEPARTMENT R. O. T. C. 

SURVEYING 
COMMITTEE ON EDUCATION jQg ^^ 



AND SPECIAL TRAINING 



TOPOGRAPHIC DRAWING 

CONVENTIONAL SIGNS 

Job No. 309 



In Two Inch Squares Reproduce First in Pencil and Then in Ink and at 

Four Times Their Original Size in the Part 111 of This Manual, 

the Conventional Signs for the Artificial Features 

Named on This Job Sheet 

REPRODUCE CONVENTIONAL SIGN FOR A CANAL; FOR A DITCH. 

1. Should these signs be drawn in black ink? 

2. If drawn in black ink, how are they marked to distinguish them from 

roads? 

3. What is the conventional spacing of parallel lines representing canal on 

a map R.F.= 1/10560? On a map R.F.= l/63360? 

4. If canals of considerable width are to be shown, must the draftsman be 

governed by the conventional distance in Question No. 3? 

5. What width on 1/10560 R.F. maps is shown for ditches up to 20 ft. wide? 

On R.F. 1/63360 maps up to 50 ft. wide? 

6. If ditches are greater width, how are they shown? 

REPRODUCE CONVENTIONAL SIGNS FOR AQUEDUCTS; WATER 
PIPES. 

7. V\^hat is conventional spacing for aqueducts? 

8. If drawn in black, should they be lettered in order to distinguish from a 

poor road? 

9. Should the dashes be opposite each other, or staggered? 

10. How is a water pipe line represented? 

11. Should the words "water pipe" be lettered on map? 

12. Is it preferable to show any water lines in blue ink? 

REPRODUCE CONVENTIONAL SIGN FOR A TUNNEL. 

13. How can you distinguish between a railroad tunnel and a water tunnel? 

14. What color ink should be used for railroad tunnels? Water tunnels? 

REPRODUCE A FIRST CLASS METALED ROAD; SECOND CLASS 
ROAD; TRAIL; PATH. 



WAR DEPARTMENT R O T. c. 

SURVEYING 
COMMITTEE ON EDUCATION JOB No. 309 

AND SPECIAL TRAINING PAGE 2 



15. If the scale of the map is 1/192000 what distinction is made between 

roads of different classes? How are they shown? 

16. In mapping trails or paths, what establishes their relative importance? 

17. In mountainous and desert regions, should the trails and roads be mapped 

carefully? 

18. Should the names of these paths and trails be shown? 

19. What should be done in the more densely populated districts? 

20. Does a path regularly traveled constitute a trail? 

21. What is meant by a second class road? 

22. Are private roads, lanes, and stub roads to farm houses regarded as second 

class roads? 

23. Is a public road that has become almost impassable through disuse or 

neglect regarded as a second class road? 

24. How should the dashes, showing a poor or second class road, be placed? 

25. Is it good practice to draw roads free hand? 



WAR DEPARTMENT surveying 

COMMITTEE ON EDUCATION JOB No. 310 

AND SPECIAL TRAINING PAGE i 



TOPOGRAPHIC DRAWING 

CONVENTIONAL SIGNS 

Job No. 310 

In Two Inch Squares Reproduce First in Pencil and Then in Ink and a 

Four Times Their Original Size in the Part III of This Manual, 

the Conventional Signs for the Natural Features 

Named on This Job Sheet 

REPRODUCE CONVENTIONAL SIGN FOR STREAMS. 

1. Should these signs be drawn in blue ink? 

2. If drawn in blue ink should the lines be smooth? 

3. If no blue ink is available and black must be used, how are these lines 

drawn in order to distinguish them from contours? 

4. How is the course of a stream plotted? 

5. What width is allowed for small streams? 

6. If a large stream is being drawn, should both shore lines be located and 

plotted separately? 

7. Does the scale width of the stream depend upon the scale of the map? 

8. What is the symbol for a spring? 

9. How is an intermittent stream shown? 

10. Is the smallest stream of regular flow represented by a single fine line? 

11. If the size of this stream increases, should the weight of the line be in- 

creased? 

12. What is the width of streams on maps when two shore lines should be 

shown? 

13. What regulates the number of water lines shown as parallel with the 

shore line? 

14. Should the water lining be interrupted in order to place the name of the 

stream? Is this true in black ink? 

15. How may streams be represented on tracing cloth by the use of water] 

colors? What color should be used? 

REPRODUCE CONVENTIONAL SIGNS FOR LAKES AND PONDS. 

16. How should shore line be drawn to scale on the plan when drawing a 

very small pond? Would the shore line be shown as a fine line? 



WAR DEPARTMENT R. O. T. C. 

SURVEYING 
COMMITTEE ON EDUCATION jOB No. 310 

AND SPECIAL TRAINING PAGE a 



17. What regulates the weight of line when drawing a pond? 

18. Should the entire area of the pond be colored or represented by the con- 

ventional water lining? 

19. When is section lining ever used when showing ponds? 

REPRODUCE CONTOUR LINES. 

20. The old form of showing elevations on map was by hachuring. How was 

this done? 

21. Are contour lines now represented as single unbroken lines? 

22. Should all contour lines be made of the same weight? What color ink is 

ordinarily used in drawing contour lines? 

23. What is the conventional symbol to indicate whether a contour encloses 

an elevation cr a depression? 

24. How are slopes shown where the country is very rocky? 

25. In such a case how are contours purposely made? 

26. How are earth bluffs shown; wooded banks of streams shown? 

27. Does the finish of the map require that contours be drawn in smooth 

uniform lines? 

28. How should contour lines always be drawn? 

29. How should contours be drawn across roads and other physical features? 

30. In drawing contours with a contour pen, is it best to follow each contour 

continuously until a point is reached where there is a break for num- 
bering the contour? 

31. Is there any particular choice as to the direction of drawing the contour? 

32. If there is a choice, will it be found preferable to draw from left to right? 

33. How is the junction of contour lines shown without a perceptible fault? 

34. How are contours numbered in small scale maps and large scale maps? 

35. How are contour lines interrupted where the numbering is placed? 

36. What regulates the numbering of a contour? 

37. How is numbering done so that these numbers may be readable? 

38. Is there any advantage in placing the numbering of the contours in a 

column form? 

REPRODUCE CONVENTIONAL SIGN FOR MARSH LAND. 

39. What color ink is used in showing conventional sign for a marsh? 

40. How is a wooded marsh distinguished from other marshes? 

41. Should the tree symbols be used in such a case? 

42. How is a fresh marsh shown? 



WAR DEPARTMENT R. O. T. C. 

SURVEYING 
COMMITTEE ON EDUCATION jqb No 310 

AND SPECIAL TRAINING PAGE 3 



43. Should the marsh symbol be section lined? 

REPRODUCE CONVENTIONAL SIGN FOR CULTIVATED LAND. 

44. How are orchards shown? 

45. How is an ordinary woods distinguished from an orchard? 

46. Is it necessary to show temporary vegetation on a military map ? 

47. Are large timbered areas valuable information for a military map? 

48. What regulates the size of the symbol to be used on different scale maps? 

49. What controls the spacing of the symbols on topographic maps? 

50. Should vegetation symbols be shown through the contour lines? In such 

a case are the vegetation symbols drawn in black ink? 

51. What color is used? 

52. What size of symbol is used to represent grass land in general? 

53. Are grass symbols ever drawn between the contour lines? 

REPRODUCE CONVENTIONAL SIGN OF A WOODS. 

54. What is the basis of the general symbol for a woods ? 

55. What is this symbol meant to resemble ? 

56. What is the minimum size in which the individual tree symbol can be 

correctly shown? 

57. What is the symbol for trees in mass? 

58. How is a woods outlined? 

5D. What is the symbol for broad-leafed trees? Narrow-leafed trees? 

60. In military maps, why is it important to know whether woods are of dense 

or tangled growth? How is this shown? 

REPRODUCE THE CONVENTIONAL SIGN FOR A MUD FLAT. 

61. What color ink is used in representing this symbol? 

62. How close is the spacing for this symbol on large scale maps? On small 

scale maps? 



WAR DEPx\RTMENT R. O. T. c. 

SUnVEYINC 
:OMMITTEE ON EDUCATION JOB No. 311 

AND SPECIAL TRAINING PAGE i 



TOPOGRAPHIC DRAWING 

CONVENTIONAL SIGNS 

Job No. 311 

In Pencil and Then in Ink Reproduce the Military Conventional Signs 
at Twice the Original Size as Shown in Part III of This Manual 

REPRODUCE CONVENTIONAL SIGNS FOR WIRE ENTANGLE- 
MENTS. 

1. How docs the conventional symbol for wire entanglements vary with the 

different scale maps? 

2. How is this symbol drawn? 

3. Vv'hat color ink is used to show the enemy front-line entanglements? 

4. Are these symbols drawn to a scale? 

REPRODUCE A SHELTER AS SHOWN FOR A PREPARED TERRAIN. 

5. What size symbol is used on various scale maps? 

6. In what color ink should this symbol be drawn? 

REPRODUCE CONVENTIONAL SIGN FOR ARTILLERY. 

7. Hov/ is the emplacement of the field battery shown? 

8. How is the artillery park shown? 

9. How is a park of heavy artillery shown? 

REPRODUCE CONVENTIONAL SIGNS FOR SUPPLY SYSTEM OF 
FRENCH ARMY. 

10. How is the limit of an army sector shown? 

11. How are standard-gauge railways shown? 

12. In what color are these symbols shown? 

13. In what color is an ammunition depot shown? A medical hospital? 

14. In what color is the observation post of an enemy first position shown? 

The concealed battery? Ammunition depot? 

15. How is an enemy tunnel shown? In what color ink? 

18. How is a topographical crest shown? 

19. What are the three symbols for routes suitable for all vehicles? 

20. How are routes suitable for field artillery and field train shown? 



WAR DEPARTMENT R O. T. c. 

SURVEYING 
COMMITTEE ON EDUCATION jOB No. 31a 

AND SPECIAL TRAINING PAGE i 



TOPOGRAPHIC DRAWING 

Job No. 312 

Plot the Traverse Below Using a Protractor Only 



1. 70' 39' W. 3469.62 




1. What scale should be used in drawing the figure so that it may be plotted 

to use all the available space on sheet of drawing paper 11" x 22"? 

2. How should it be placed on the drawing paper to be in the proper position? 

3. Which will give more accurate plotting, by using the interior angle or the 

deflection angle? 

4. Should a hard or soft pencil be used in plotting this figure? 

5. How is the hardness of a pencil indicated? 

6. What is the hardest pencil used on topographical maps? 

7. Should a pencil with a flat point, or should one with a conical point, be 

used for this job? 

8. How far is the wood cut back on a pencil when sharpening for the first 

time? 

9. How much of the lead should be exposed? 

10. How is a pencil sharpened to secure a flat wedge point? 

11. How is a pencil sharpened to secure a conical point? 

12. How is a finer edge or point put on the pencil by other means than a knife? 

13. How should the pencil be held when drawing a line? Which kind of a 

point is used? 

14. What degree of hardness of pencil should be used to secure most accurate 

plotting of this traverse? 



WAR DEPARTMENT R O. t. c. 

SURVEYING 
COMMITTEE ON EDUCATION jOB No. ju 

AND SPECIAL TRAINING PAGE t 



15. How will a poorly sharpened pencil affect the accuracy of the plotting? 

16. Should the points of intersection be located with the pencil point? Why? 

17. What type of protractor should be used for accurate plotting? 

18. How is the protractor centered over each intersection? 

19. What effect does the thickness of a pencil line have upon the accuracy of 

plotting? Protracting? 

20. Check the plotted figure by calculating the length of the diagonals and 

scaling them. 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



SURVEYING 

JOB No. 313 

PAGE I 



TOPOGRAPHIC DRAWING 

Job No. 313 

Plot the Traverse Below Using the Tangent Method 




1. As a preliminary measure before plotting this figure by tangent method, 

will it be of any value to construct a 20-inch square in the center of 
the drawing paper? 

2. How should it be sub-divided to accomplish the greatest accuracy in this 

plotting? 

3. How can the accuracy of plotting these squares be tested? 

4. Can you consider one of these vertical lines as a Y axis? 

5. How will this square be of material assistance in plotting by the tangent 

method? 

6. How can the plotted angles be checked? 

7. Plot the bearings of the lines by the tangent method. 

8. Should the plotted angles and plotted bearings give the same direction for 

line in question? 



WAR DEPARTMENT R. O. T, C. 

SURVEYING 
COMMITTEE ON EDUCATION jOB No 3is 

AND SPECIAL TRAINING PAGE < 



9. If the plotted traverse closes and the closing line passes through the be- 
ginning point, what additional test is to be applied to be sure that 
the work has been done correctly? 

10. How can this method be applied to plotting a large traverse v/ith a great 

number of sides? 

11. Why does this method give greater accuracy than plotting with the 

protractor? 

12. How often should a check be applied if a great number of sides are being 

plotted? 



WAR DEPARTMENT 



COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



R. p. T. C. 

SURVEYING 

JOB No. 314 

PAGE I 



TOPOGRAPHIC DRAWING 

Job No. 314 

Plot the Traverse Below by the Chord Method. 




1. What is the best way to begin plotting this job by the chord method? 

2. What length of base is to be used in plotting this traverse? 

3. Kow would the construction of a circle with a diameter of 10" in the 

center of the drawing paper assist in laying out the angles? The 
bearings? 

4. How will a small scale figure exactly representing the larger scale figure 

and plotted in the middle of the circle be of value? 

5. Will it be of sufficient accuracy to parallel directions of lines from the 

smaller in order to plot the large one? 
8. What is the best method of paralleling these lines? 

7. Why is it of advantage to rough check each plotted angle with the pro- 

tractor? 

8. How can bearings plotted by the chord method be checked? 



WAR DEPARTMENT R. O. T. C. 

SURVEYING 
COMMITTEE ON EDUCATION jOB No 314 

AND SPECIAL TRAINING PAGE a 



9. If a plotted angle is known to be wrong, and if the mistake is not readily 
found in the work, how should the angle be plotted over again? 

10. Why is it advisable to use a new length of base in Question 9? 

11. Of u'hat advantage will it be to plot the complement of the angle? 

12. What is the particular advantage to plot this traverse by the chord 

method? 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAItJING 



SURVEYING 

JOB No. 31s 

PAGE I 



TOPOGRAPHIC DRAWING 



Job No, 315 



Plot the Following Traverse by Latitudes and Departure? 



S. 89° I3'W. 8484.38 




Fig. 34. 

1. How is the latitude of a line determined? 

2. How is the departure of a line determined? 

3. What are the algebraic signs for the bearings in the different quadrants? 

4. What is the latitude of a line that has a bearing of north? South? 

5. What is the departure of a line that has a bearing of east? 

6. Will the algebraic sum of the north and south latitudes of a series of lines 

in a closed traverse check exactly? V/hy? 

7. If the algebraic summations of the latitudes is zero and of the departures 

is zero, is the survey work absolutely correct? 

8. What is meant by the error of closure in a traverse? 

9. If the error in the algebraic sums of the latitudes and of the departures is 

too great, is it advisable to plot the survey without further field work? 

10. If the error is within the allowable limits, how would you proceed to 

balance the survey? 

11. By balancing the survey, is one assured of a more accurate plotting of 

the traverse? 

12. What station is usually chosen as the reference point for plotting? Why? 

13. Could any other point be used? Why? 

14. What check can be applied in determining the accuracy of the plotting 

by latitudes and departures ? 

15. Have you calculated the latitudes and departures of the several boundaries 

of this survey? 

16. Does the survey need balancing? Has this been done? 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



K. O. r C. 

SURVEYING 

JOB No. 316 

PAGE I 



TOPOGRAPHIC DRAWING 

Job No. 316 

Plot the Traverse Below by Rectangular Co-ordinates. Assemble the 

Traverse in Jobs Nos. 312-315 Inclusive and Check by Using 

This Figure as the Enclosing Survey 




'^5<o 



1, How have the rectangular co-ordinates of this survey been calculated? 

2. Does the algebraic summation of these co-ordinates equal zero? 



WAR DEPARTMENT R- o t. c 

JURVEYINO 
COMMITTEE ON EDUCATIOK jOB No 316 

AND SPECIAL TRAINING PAGE a 



3. Knowing the rectangular co-ordinates of any two stations, how can the 

length and bearing of the line connecting them be easily calculated? 

4. Why is this method of plotting a precise method? 

5. Is it difficult to determine the co-ordinates of any point within this area? 

6. Have you adjusted the plotted surveys of Job Sheets Nos. 312 to 315, 

inclusive? 

7. Do these close with an error smaller than a pin hole? Is this limit too 

precise? 

8. Does the outline of these traverses coincide with the outline of this job, 

sheet? 



WAR DEPARTMENT 



COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



SURVEYING 

JOB No. 317 

PAGE 1 



TOPOGRAPHIC DRAWiNG 

Job No. 317 



Plot in Pencil the Stadia Survey Notes Below. Show All Ground Forms and Detail 

Equipment: Drawing paper, engineers scale, pencils, stadia reduction 
table, protractor. 

STADIA SURVEY NOTES 

0=Magnetic North 



On Sta. A. 












Azimuth 


Dist. 


R. R. 


Kiev. 


Vertical 


Description 








570.00 


Angle 


B. M. 




11.00 


581.00 








292° 


140 


5.0 




+5° 21' 


Top hill 


321° 


210 


12.2 






Gulley 


20°— 25' 


220 


10.2 






Gulley 


52°— 29' 


273 


9.4 




—5° 30' 


Spring 


63°— 30' 


182 


7.6 




-^° 53' 


Edge of deciduous woods 


111°— 15' 


82 


11.0 






Edge of deciduous woods 


151°— 10' 


231 


12.1 




—4° 36' 




157°— 05' 


405 


9.2 




—5° 42' 


River 


22° 30' 


455.00 








A— B 


onB 




4.80 


576.20 




T. P. 


Inst. 


13.20 


589.40 








290°— 


82 


1.0 




+3°— 21' 


Top hill 


321°— 20 


365 


10.1 




— 2°— 20' 


Brook 


15°— 34' 


181 


11.1 




—13°— 08' 


Brook 


77°— 24' 


272 


9.8 




— 8°— 


Junction brooks 


144°— 40' 


249 


9.3 




— 7°— 14' 




74° 21' 


487.00 








B— C 


onC 




11.1 


578.30 




T. P. 


Inst. 


5.40 


583.70 








215°— 


190 


10.0 




— 3°— 12' 


N end pine woods 


325°— 


250 


9.4 




— 7°— 52' 


Brook 


54°— 30' 


97 


0.5 






Edge pine woods 


182°— 












186° 52' 


576.00 








C— D 


onD 




99 


573.80 




T. P. 


Inst. 


1.1 


574.90 








63° 12' 


147 


4.2 




+7°— 41' 




354°— 


110 


4.2 






S end pine woods 


303°— 10' 


228 


11.4 




—12°— 14' 


Junction spring outlet & brc 


161°— 20' 


265 


9.2 
574.90 




— 7°— 42' 


River 


161°— 20' 


390 


5.2 









WAR DEPARTMENT R. O. T. c. 

SURVEYING 
COMMITTEE ON EDUCATION ,03 jj^ 

AND SPECIAL TRAINING PAGE i 



TOPOGRAPHIC DRAWING 

Job No. 319 

Assemble the Airplane Photos in This Job Sheet Into a 
Photographic Mosaic 

1. What is meant by the term "mosaic?" 

2. What is the best method to assemble these photos at junction points? 

3. Tearing the photos along irregular lines is a method employed in service 

when assembling a mosaic ; will the use of scissors assist in this work? 

4. Which print covers the greatest area of country? 

5. Which print was taken at the highest altitude? 

6. What important road is shown on photo print and also on topographic 

map? 

7. What is the scale of each photo print? 

8. Will the time elapsed in opening shutter of camera while plane is moving 

at 60 miles per hour, affect the accuracy of the physical details? 

9. Were these photos taken while airplane was directly over the area? 

10. How is correction applied to bring a photo to normal position when taken 

at an inclination? 

11. How can the height of the airplane be determined from the photos? 

These were taken on a 4-in by 5-in. plate at a height of 6000 feet. 
Note: The work of assembling these prints into a mosaic should be 
done very carefully. 



WAR DEPARTMENT r. q. t. c. 

COMMITTEE ON EDUCATION SURVEYING 

AND SPECIAL TRAINING ^°^ No. 319 

PAGE 1 



TOPOGRAPHIC DRAWING 

Job No. 319 

Assemble the Airplane Photos in This Job Sheet Into a 
Photographic Mosaic 

1. What is meant by the term "mosaic?" 

2. What is the best method to assemble these photos at junction points? 

3. Tearing the photos along irregular lines is a method employed in service 

when assembling a mosaic ; will the use of scissors assist in this work? 

4. Which print covers the greatest area of country? 

5. Which print was taken at the highest altitude? 

6. What important road is shown on photo print and also on topographic 

map? 

7. What is the scale of each photo print? 

8. Will the time elapsed in opening shutter of camera while plane is moving 

at 60 miles per hour, affect the accuracy of the physical details? 

9. Were these photos taken while airplane was directly over the area? 

10. How is correction applied to bring a photo to normal position when taken 

at an inclination? 

11. How can the height of the airplane be determined from the photos? 

These were taken on a 4-in by 5-in. plate at a height of 6000 feet. 
Note: The work of assembling these prints into a mosaic should be 
done very carefully. 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



R. O. T. C. 

SURVEYING 

JOB No. 319 

PAGE 2 




WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



SURVEYING 

JOB No. 319 

PAGE 3 




WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



R. O. T. C. 

SURVEYING 

JOB No. 319 

PAGE 4 




WAR DEPARTMENT 



COMMITTEE ON EDUCATIOI4 
AND SPECIAL TRAINING 



SURVEYING 

JOB No. 319 

PAGE 6 




WAR DEPARTMENT r. O. T. c. 

COMMITTEE ON EDUCATION SURVEYING 

AND SPECIAL TRAINING JOB No. 320 

PAQE 1 



TOPOGRAPHIC DRAWING 

Job No. 320 

Transfer New Information Shown in Photo Mosaic to Enlarged Map 

1. Where is Massachusetts Avenue as shown on mosaic? 

.2. Where on mosaic is the intersection of roads in Tenleytown? 

3. Where is the road leading from Massachusetts Avenue to Tenleytown? 

4. How is mosaic oriented so as to be in parallel position with map? 

5. What is the angle between road and Massachusetts Avenue as shown on 

mosaic? 

6. Does the angle check with that shown on map? How close? 

7. Check the angles of roads at Tenleytown on mosaic with those shown 

on map. 

8. Transfer position of trenches on mosaic to map. 

9. Transfer all detail shown on mosaic and not shown on map to enlarged 

section in Job No. 318. 
Note: As the map showing the greatest amount of real information is 
particularly valuable in the service in certain branches, the student should 
exercise care in assembling the detailed information as revealed by the 
camera. 



WAR DEPARTMENT R. O. T. C. 

SURVEYING 
COMMITTEE ON EDUCATION jOB No 321 

AND SPECIAL TRAINING PAGE i 



TOPOGRAPHIC DRAWING 

Job No. 521 

Lay Out Proposed Camp Site on Drawing of College Campus 
As In Job 128 

Equipment. — All equipment necessary to perform this job. 

Instructions. — Using the typical camp site shown in part III, this manual, 
develop a proposed camp on the college campus ; when plan is completed, and 
accepted by instructor, blueprints should be made for use in Job 128. 

1. What approximate area needed tor a divisional camp? 

2. What approximate size of parade grounds needed for a brigade of 

infantry ? 

3. What approximate area needed for housing one brigade of infantry using 

standard housing plans? 

4. What widtn needed for fire gaps between buildings? 

5. What approximate area needed for housing men and animals in a brigade 

of field artillery? 

6. What area needed for a quarantine camp accommodating 1,000 men? 

7. What are the dimensions of a detension camp for 3,000 men? 

8. What length of main track is needed as a railroad terminal for a divisional 

camp? 

9. What area required for a hospital in a divisional camp? 

10. What is minimum width for main roads in a divisional camp? Secondary 

roads ? 

11. What is the approximate area needed for a rifle range in a divisional 

camp? Artillery range? Maneuver fields? 

12. What important points must be remembered in relation to general drain- 

age scheme for a camp? 

13. What important factors must be considered when designing a divisional 

camp water supply system? 

14. What considerations must be given the selection of the sewage disposal 

system? 

15. Where should the civic center be located? What area needed? 

MAKE NOTE OF SUCH DECISIONS AS MADE AND EMBODY THEW 
AS DRAWING IS BEING DEVELOPED THE STUDENT SHOULD 
IN FINAL AS PART OF THIS JOB. 



PART III 
APPENDIX 



WAR DEPARTMENT R. O. T. C. 

SURVEYING 
COMMITTEE ON EDUCATION PART III 

AND SPECIAL TRAINING PAGE 3 



TOPOGRAPHIC SYMBOLS 

Topographical maps are designed to give information in such form that the 
actual existing conditions may be read by an intelligent observer. Just as 
characters in the forms of letters are used to convey ideas in written form, 
so a system of characters has been designed for use on maps that will convey 
ideas in a printed form. These map characters represent habitations, routes 
of communication, and other works of man of permanent nature, natural feat- 
ures as bodies of water, mountains, hills, lowland, etc. An additional feature 
of the maps in use on the battle fronts is that temporary works of man must 
be represented. These must be located with exactness, since failure to do so 
may invite disaster and uselessly sacrifice many lives. The fortified trenches 
of the enemy, the location of concealed batteries, the position of munitions 
stores, are vital information to combatant forces. These must be represented 
on the maps, and arbitrary conventional signs of a temporary nature are 
adopted. For this purpose the following sheets of authoritative conventional 
signs have been made a part of this manual. 

It often happens that the element of time is a governing condition and 
time cannot be spent in representing all the characteristics by the usual 
method. In such a case a system of authorized abbreviation is used. These 
also are represented on pages 3-20. They should be studied and memorized 
by the soldier. On page 21 there will be found an isogonic chart of that sec- 
tion of Europe which includes the Western Battle Front, and it should be 
used as a source of information and reference. 

Soldiers should study these several tables, charts, and diagrams so that 
intelligent use can be made of the characteristics shown. By doing so they 
will be able to develop rapidly in map reading. When reading the map for 
the first time constant reference should be made to this appendix. 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



R. O. T. C. 

SURVEYING 

PART III 

PAGE 4 



1:20.000 



l-.IO.OOO 



1:5.000 





1:20 000 




|:10 000 



l;5000 



Cad^tc point ft. 





« 


ET3 


(l7.i'~MI 


* 


it^i'i 


« 





1,7 i '"/.) 


• 


fli"*^ 


^ 




Ilt>"i^ 


* 


t«J.W*Tw 




Ou 


t-UO '-vw 





WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



R. O. T. C. 

SURVEYING 

PART III 

PAGE 5 



land 

(to biKic) 



Shaptof 
around 



M2^ 

i 

mm 



1:20 000 

Vintyor69 

Cardcm and orchards 
Groups of frt£S 
Fir or pine fhickeh 
Woods 

\trxty bt ihofii by t^e /o//ow/'J s-y « Wje ^^ 

Isolaied frees .... 

Mersh or s^vBfip *\^' 



<* fn»> publiibtd 






Contours and eleve^'on '/^^ff 

Depression can+our -.f;'^"^/ 

Sand dunes ^^ c> 

5f«^ iA3/)« an:/ naKral tyeala _____ 




Enemy's 
Werhs 
(Jnblua) 



1:20.000 



Cf*t^y3 Tre/>cf'tt 



nf^atooro/ 



[pr/fX'pot 

trenches [«ic^^<,^ 



frofrttns 






{ is^/Ja'x^^','"' 






<0 






|: 10.000 







c:^ 



1:5.000 




*funa 

•> ? 7 7 



® 

-.2 v.- M SB) 



WAR DEPARTMENT 

COMMITTEE ON BDUCATION 
AND SPECIAL TRAINING 



R. O. T. C 

8URVKVING 

PART in 

PAGE 5 



Works ^ 



1:20.000 

Cv(f«>ui4. ^nttttr^ 

Trews rf« /cwp. t^-il'iafj P.*:, 

Sh«l/ Ao/«d . mint C'BUrt 



I \:#cA,nc ^As. /*flce be^b-a a*v< 
£'"P^'*«'r»eo^ fort 









Word J 

rr«och 






(StS^^fr^ ^^^ . 



N^rro^ ^tfw^C. 



I-. 10 000 




1:5000 
J a £1^ 



« O 



&■ 




Various kvorks and parts ot a orepsred femin 






Steps to y»* 'J^ Of o%jf of a ctxniDnn'cafion or ^ire tfvKh*^ 
Cf Rising in s ci>mmuntcot-'On or lire ^vi^h 
Shittti- 



Cominend Post 



of BsrtfBfion^ 

Ot Bri^Ktt 

of 0.v<'«/o>l 



erf Army Coefii^ 
h tfmtiy ohsem^hon fxaf 



Artillery oiserwhon poil 



MtOunt gui sKtlttr- 



Ocetifird- 







Cjr\pitcemant for trertcft /narlan 



Mtmfivi depoH- 



\OuufiieJ_ 



yPriptrt^— 
Ctrtrid^ . 
Orerwkt- 



Trtneh tn^nes 



Dtpefof foo/i »nd mtterlili. 

S^/btisfente Htpcf 

«/**/■ tutMm 



J' 
t 

Tr 

? 
m 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



SURVEYING 

PART III 

PAGE 7 



Headauarfers and SfaifA 

Commaixting qeneraHCeneral Headt)iJ9rftrs), 

Headqusrters of group of armies. 

Headquarters 2"^ Army 



/ArfiHery 



Director of Supply Service 21^ Army 
Headquarters 7^ Army Corps 



Company of Chosseurs 
Group of Cyclists 
Battalion of Infantry 
Battalion of Chasseurs 



Squadron of Cavalry 
Xlegiment of Cavalry . 
Small tjroup 




Headifuariers 3"^ Division (l ^ of the -Army Ccrps) 

Headquarters 4.*"0»V/3;on (s'^of the Army. Corps)- 
Headquarters S3'^Dii/isioo {3'^of the Army Corps) 
Headquarters 65^ Seperafe Division. 

Headquarters 4* Cavalry Division 

Staff, 25^ Infantry Briqade 
Staff, JOf* Cavalry Brigade. 



Company of Mantry 



B 



Jnkrmediafe depot {Heavy Arfilltry)— 
f^k {Heavy Artillery) 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



PART III 

PAGE 8 

SURVEYING 



Engineers, 



/^v/iation 



company of Cngirtfers 
Searchlight action 



Telegraph deiachment of srmy corps 
Tilegrsph section. [/irmy)_ 
Telegraph section of Z'^ line 

Field radio station 

Bridge equipage ■ 



Army Corps enginetr park: 
Army engineer park 



Medical Service 



Hospital section 

Group of siretcher bearers 
Cvacuaiion hospital 



Section of evacuation hc>spif3l . 

f?eser{/e personnel 

f?eser\/e material 



Hospital ir> railroad station 
Sanitary tram 



i 



+ 

CH 

m 

© 

- A 



3qu3dron ^_^_^_____ 

fivtaiion park 

Sombing group 

f^srk of bombing ^roup . 

Lsnd'ri^ f-eld 

Cap-fii/e balloon 



Seci'ori supplying fresh meat 

Sanitary iecHon ^i/fomobtle 

Seihcn for iransporfafion cff mafeneh — 
■5tfc^fOn -for trani,portdffon d pe^fpn/je/ . 
3ect'Qn of automobile park ^ 



.Gfe 



tfel 



/lutomobile Service 



s 
§ 



Service of Adminisfra+ion and Supply 



Section of sut>5istence supply train . 



Action of auxiliary subsistence supply tratn — %> 

CaHle park! S 

Army fiekj bakery -C2t 



Miscellaneous 



^e^imental trmn 

Field remount depot- 



>k.adquorleri of advanced t>s^ beyond i 



h. 

tilhe'fd A 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



R. O. T. C. 

SURVEYING 

PART III 

PAGE 9 






CITY 
TOWN 

Commune ; 
Hamlet 

FOREST 
Woods 

Woods » 

Woods 



CITY 

TOWN 

Commune 

Hamlet 



FOREST 
Woods «i 1 
Woods 

Woods 
Wood4 



oH, 



CITY 
TOWN 

Commune 

Hamlet 



FOREST B, 
Woods .^ 1 
Woods .11 

Woods „|| 
Woods ^ !| 



LARGE mvCR^ LARGCRIVER.., LARGE RIVER.^ 

River ioMs Ri I/fi r ,%%.,« Hiver, »«r.3oir| 

Canal, LBketoiuj Canal.L^ke HMO Cd/ld/.Z-d/ff ^k»|j| 

BrO(*,Pond » Brxmk.Pond IJ Rrnnk Pnn/1 „t 

Variotj» inseripHoos 



SCAL£ /.80.OO0 and B^ack / SO.OOO French Maps 



£iM««ll. >u94r miU, brclr 



*>. 

<»0- 









do _.75 

Jo ...It 

U. 'IS 

,..„ do. ...._. M 

do • 



da « 



... do 

IV Me «l»m Oi>»c*«u/-j /itenSom «•%>« at salt ci t to tCOOO lU 



Wagon 

Roads 



OtpgrfmtnfrtMts ___ 

Sunktn £/tyattd -^ 

AlMsys pstsable 

(rtjilarlj rtpured) . 

A/Of u/^a^s passable 

Cirt roaj and trtU ,^ 

foet path __^_»____ _ 

fores r path .^_______ _, 

Abandoned ,. 



Railways 



Single track. Standirdst'^t 
Sn%bankrnenfs . 



Tunnel Waduct . 



Poad crossings 



A/arrow ga<jse and 
Ou/nmy /fnes — — 



National 

Elepartmtnt 

Arrendi'isewnt . 
Ctntott 



'T tli^l s'.^^'yiyi"' 



T.m„,t K^^iet C^l,n(t 
, H l H IIIII MH I M MiMIM MH * W^ 



Ctf'*>'**VA« 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



R. O. T. C. 

SURVEYING 

PART III 

PAGE lo 



SCALE i ■ 80.000 snd$ieck i^SO.OOO French Af^fia 



<ydr«Jr3pby 




Lafc€ Pont/ 



SCAL£ /-SO.OOO and Black f SO.OOO french Maps 

* Church, ite^fe or tfffry 
/^hf hcvf, f*0r-bor liqhft * 



Oratory, important fttn^ 



CfXiCffrm, Cross 

t^rrth. it9tu9 of Vf'rgin 



Cha*e9v or /f^ye hovse . 
Farm h9tH9 



House or isot**^*i 

Strveftfrt -^— — 



me/jt/TjenT or fowt 



/ ^r^Mii 



Mill (»fa*rrpowtr) _ 



tronworktf facforf 
{hyar%ulie pow) ' 



Facfory 
(nonhydr^uh'c power) " 



Tkf^graph semaphore . 



-antranco Ai oa/fcry 

foun/af/f, m*/l. spring 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



R. O. T. C. 

SURVEYING 

PART III 

PAQB II 



scale: / eO.COO aod BlacM 1-50,000 French Msos 



SCALE I 80.000 and BlacM I SO.OOO French Ma/>. 



Fe/>ces < 



Stone _ 
Dd^ch . 
Bank . 

Hedge 
Trees ^ 



' Be'fry, church, lighthouse . 
C^Bpel ■ 



Points < 



TrisnguUli'o'i pC/'nls^ 

Secondary poirils 



Note: 

The figures which accompifty 
the symbols ^Ace, ev»«J '■'> 
the hight above the 



lettl 0* the sea 



OtSiificatian of p'ece r^em&f— 



f "PREFECTDREiai 

- SODS -PREFECT <^ 
» CANtOS @ 



^Ntlledciiy »"■» o'l/fori^ 




Unprotecied City 



Village 



Weediand. deciduous, trees ^~ ^ 



IMrod/a/id. eve/yreens . 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



SURVEYING 
PART III 
PAGE ifl 



SCALC f'60.000 end B/acM /-SO-OOO French Map s 




Maunf^ms 



L£0£NO rOR MAf> or SUPPLY SrSTCM 
OF FRENCH APMV 



it of army sector. 



Li/n/'t and line of etapc zone .^.^^__ 

( Standard ^gauge 
Pation rcfilttng fio/nt (witt* 
depot for reser^/e stores) — 
Stjr/on used ss reti/Z/ng po>nt 
wtthout depot for reserve stores - 



' flmrraJ traction^ 



Mechanicat fraction . 

//Tjporfanf station 

Secondary station^ 
Secondary srjt/on »v 
Railway J tc/ephone conr,ec'hr> 

Siding (dead end) _ 
R&ii domp .^^__„__^ 



o«..gs , 



Un/oadtng platform , 
/fnpcr/an^ Stafi'on i^/'/A 

^ un/oad'n^ p/atfor/n — 

//> fan fry ^ __^_ 

Cavalry 

Horse drdYwn vehicles 
and srnatl arntiu/ancey 



. f 

DR. 



V H 



Heav^ arfif/ery with 

inoications of type A'A' B'S'C'Ct. A L G R 

7 tort trucks and aufos . — V A. 7 

9 tort fe-uctri ar>a aun>s V. A. 3 

10 tort trucks artd autcs V A 10 



Road tyallasi efump^ 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



R. O. T. C. 

SURVEYING 

PART III 

PAGE 13 



f Artitfery cfurrtp ^ 



I Engineer (fi/rrtp 
Engineer park 
Corps Engineer park . 

Medic^f'Hosp'f^f secfion 

C/afhin^-depof 



S/sughfer house for am 
' F.lhngstotii. 



Water , 

£upply for 



WBfermg trough 

Hospifafs an^ Camps 

Hea^ artiHsry and tigi 



^ Water Supply depots 

One way traffic 

Two way traffic 

Three wSy fraffic 



Pailroad stations . 

SrancfBrd Gau^e - 

Narrov^ Gauge - 

/varro*^ Cauge, focatian d<Tuhffu/^ 



B" 






o 



Aviation Psrks from photosrsphs ^ 

Aviafion P^rks from dcc^manfs \ f 



LEGEND fO^ MAP O^ 
ENEMy fJfiST POSITIONS 
fhs frenc/tes and coi^er&d cof'^'mynicaf/ons 
are fnd/cated 6y green hatching — _ 



Dugouts, ce//ars and inhabited houses^ 
Machine guns in f/te open 



Macfyinc guns under coy&r^ 
37 rnm. Con 



Observaflon post 

Trench morfjr in the Op&n _ 

Trench mortar v/tder cover ^ 

Distribution center. —— 

r/eacf^uar^ters . — 



ConceB/ed battery . 



— > 

m 



Ccncea/ed battery in casemate 

Emptacement, iso/ated — ^» 

Anti-aircraft gun (18) 

Anymunition dcpof : ' — ^^m 



Te/eptjone /inas. btirie</ 

letQphone Jines in ttte. open^ 



WAR DEPARTMENT 

OMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



R. O. T. C 

SURVEYING 
PART III 
PAGE >4 



Telephone exchanpt . 



Signal srj/:on (— v-j/i 

/istion refilling pc'n*, secondary , 

A'ah'on refi/f'ng poi'nf^ prirtc'pft 

^j/ths, means of approach 



Cr^Siin^s (ifr,portanfJ of C 

trenches 3nff pgtfis «^...^B_ 



Psrii, depof-of msftrlal- 



Camps 
Tunnel. 



TsrgtfS possibfy <fei/rpyC<f 

New// disco\ftf^</ wof^s — 



^imm of 9r«9 C*verr^ hy fr^f^^r^fihS ^ 



4 







LEGEND rOR ACTIVE. HOSTILE BATTERY 
SHEET WITH DIRECTION OF FIRE 



Fie/d. arti/lery, c«fiieh 77m/r>s.. 
F/'e/<f 3rf///ery,cefi&er /OS mm^.~ 
Heavy ar/i//ery, cs//6er/S0/nms. 



Heavy arfi'l/ery, esfiher 3/0 mms and over 



Anti-aircraff secfion 



6atter/'es 
teen fo6e 



Havi'r^g already fired 
during the preceding period . 



Inactive during the 
preceding period but 



'n action ■^ having firad previous 
during /he '' ""^ 
period o/ 



Batftry inacfine during period. 



but active during preceding period .. 



/lO - Total number of emplacements ■ 



Cola' 



(D 

e 
o 

© 



-O 



78 - Emplacement tt/yoMn to be active during 
the period 20/ 

AiQ 



WAR DEPARTMENT 



COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



R. O. T. C. 

SURVEYING 

PART III 

PAGE IS 



LeOENO FOR OfACffAMATIC SCM£M£: OF 
£fif£MY OPOANIZATION 
ON FRONT OF THE ^ ARMY 

Trencties mlth Ougouts cons^rucfcif 

withou-f concrete (o/<^ sfy/e} mim^mtm^^ 



Trenches »v/>A sAaf/otf concre-fe 
Cfugoufs (nert sty/e) . 



Positions (o/<:/ sfjf/e) with one or more 
reverse s/ope lines 



Positions ("ewsfy/e) with one or more 
reverse s/ope lines 



Topogrsphic Crest 

/?ai/ws/S, standard gauge ^ double 

Rai/yvays, standard gau^e, siny/e 



Rai/wsys, narrOM gauge 

Positrons under consfrucfion . 



firs^ 



Routes suitable fyr all rehiclesS 
(trucMs and heavy arfil/eryi ) Second 

Classed in order of exce/fenoe j 

[ Third , 



/iout«s suitable for r/eld I ^^f"^""- "'''^^P 
^rti/lery and field trains \ 

\/rregu/ar upAeefl 



BLUl 



Obiervatlon post . 



Munition depot, position t. 
Munition depot, position i 
eff.c) _ 



Bridge (^ege 
foot bridge . 



Aviation field, position unconfirmed « 



Aviation Field, position confirmed by 
fi/iotograptty ._^„_^^^_^_^_^^ 



Railway 



standard gauge . 



narrow gauge . 
Colfection of paths 



Camp, Cantonment, Bivouac^ 



Junction of roads or tracks (paths) _ 
Telephone /-*«/*•*/ 



Signal Station (visual) 

Artillery emplacement (active) 
position from photographs 



Artillery emplacement, prepared, 
posrtion from photographs ._^ 



Anti- aircraft gun 

Ou£Q4jtS .^-^..Mi 



-0 



[^] 



o 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



R. O. T. C. 

SURVEYING 

PART III 

PAGE i6 



OOuodsry 
Lines 



GERMAN MAPS 
1:25.000 

tttpir* ___^ 

StaU . _. 

fi^^tui^ •■* 

DittrUt -- 



GERMAN MAPS 
1.25000 



Hi^hi Hc<Lct 



Chn^ tracts rcaudL . 



CroJX f^<LeC — - 

Mule- patK 



Hydrography^ 




PaiiRoads^ 



for 3 tr€uXi raiU^aU 



iTolion 



ajssif'caiioi- 
Place frf2 me* 



Ou^ (Okgfl. of ^A^trxct - 






_ METZ 
_ THANJN 
_ smRCK 

_ Gorze 

— Noveant 
___ Afalmaisan 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



R. O. T. C. 

SURVEYING 

PART III 

PAGE 17 



GERMAN MAPS 
1:25.000 



Land 



TntAr vUK Ltao^t . 



Ever^re^n, trees. 



MucAdU f»oc<Lr 



Brxim6l^.Qjur-ploU . 



OtKhay^.nurJtritf . 



Oiy Maojioiu 



■Jl. 


4 •-''-■ 


"•:>(■• 


i\ 


■-3- 






*• 



• '" ^ ' o'V *'^ ' 



M^K^I^ 



>'. ! f>; ! «'.-*;. 






GERMAN MAPS 1:25.000 



:■;>»; .vv.w. 




I-KWJ^."vM' 



v<v>a*r^ Z^'*^ - 



\ 
ABBREVmTlONS 

4<««Mctt/ If*-./*: __ •' ■'• 

*^^.— . ^B^ 

.y«ui^ /V-K*^ __ ^■ 

/<«__ ___W7t». 

.WattfiO. 
-On 



l4a<« K> *^ (Ltry^)- 

^UfitfVf—- — . 

nu fiti— — 



.Vnt 



Tt/-fnuuiia*t>r aflBof^ix — 

Hm Hmutn I />/"- Doff I Bg -Burf 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



R O. T C 

SURVEYING 
PART III 
PAGE i8 



GERMAN MAPS 
1:25000 

ABBREVIATIONS 



A 



-^y 



MUL 



Fl 
.Fbr 



H*^ij^ Top 



\li.p 



Pt^^i^diiijJ' PoruL. 

Mart -pit 



K Pht. 

. P..~u,d. T- 
hffff. 



CaJ<U. SrJd. 

Lot*. — — — -f'-^'^e • 



Miscellaneous 



GERMAN MAPS 
1:25.000 

SIGNS 

C/iWxA- en'tJiaut xt^t/yi^ 



-Kaf>.. 






.SM.. 



Pnfiv-zniUL. 



.W.M.. 






. PapM . 



Ftiroft Sujb-fn^pi<tor^ 



CiutU 



.WW.. 
.WW. 



OtjervaLof^, Tower- 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



R O T. C 

SURVEYING 

PART III 

PAGE 19 



GERMAN MAPS 
1:25000 



SIGNS 



loi^Tt^e*- 









nacJu- 






.Zyr 






Kh/\ 



Toc^m^iL TO. _ 



I 3 acts/' u 



CONVENTIONAL SIGNS COMMONLY 
USED ON GERMAN MAPS. 



prEpAred for defence 
Ordinary CCmmunicatlon trenches {Wtg>. 

The d.stlnct-on between (ire and other tref\«Ket 
ts not always nude. 

Wire entangltment 

Treoch railway (Feld-bahn). 

Battery fixed by photography. 

Heavy Miftenwerfer. 

L'jhl Mirtenwerftr 

M,a W (Occ>»ionally). 

Grenade iiore (or jhe'l ma^^;i\«) 

Screen fr«m view. 

Telephone nation with cibfe. 

Searchlight. 



Headquarters Usuaity son>« form of circle with flag 
The nurnber of c<rcles increases with the imporlanc* 
of the H.Q. but the signs vary largely. 

Coy. Commander. 

Shaft of mine. 

Unsafe ground with mine shafts. , 

TurnpVe. 



of 






»M 


) 


»t» 


^ 


DtB 


c5 


»U 


i- 


KCO 


% 


«f» 


p[TlniNllllllirhini|[| 


»£» 




oia 


»> :=^ 


ata 



-x 






ftco 

f»CO 



Si Act 
StAC^ 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



K. O. T. C 

SURVEYING 

PART III 

PAGE 30 



CONVENTIONAL SIGNS COMMONLY 
USED ON GERMAN MAPS. 



Cotei- 

of 
Symbol 



CONVENTIONAL SIGNS COMMONLY 
USED ON GERMAN MAPS. 



Color 
Symbol 



3 7 cro. Revolver Gun. 

4 cm. Belgian Cun. 
77 cm. Field Gxn. 
Anli-AirC<-»ft Cun 

8 cm Field Cun. 

10 5 cm. Ugl^t Field Howitser. 

10 em. Gun. (newer p»«ern; 

12 cm. Oun. 

12 cm. BelgUin Gun. 

15 em. " Rirgk»no«i«." 

16 cm. Long Gun. 

JS cm. HeavT Ticld Mow»aer.(13). 
21 cm. MoHar (old patlaniv 
?1 cm. Mortar (newer pbttern) 



y^ 






9 ► 



KCii 
A CO 



10 cm. Gun (older patlern) 

13 cm. Cun. 

16 cm. Gun (LS.I_). 

IS cm. Russian Gun. 

IS cm. Heavy Field 
HowiUcr (older patt«m) 

30'S em Mortar. 

or TTl *2 cm. MerUr. 

Bam. 

Brick-kiln 

Telegraph deUchmenL 
Field signalling dettchmem 
Wireless Iclegraph station 



tm %,K„.,. 




> Wl ■* 


*» 


-©-e* 


aco 


ScA 


tutx 


^ 


aLAC« 


OS 


nut 


A 


tlMt 


N^ 


luit 




WAR DEPARTMENT 



COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



R. O. T. C. 

SURVEYING 

PART III 

PAGE 21 



CHART SHOWING LINES OF EQUAL 
MAGNETIC DECLINATION. 




CHART SHOWING LINES OF EQUAL MAGNETIC 
DECLINATION, JULY, 1918. 

NOTE. 

Declination 15' West. 
Chart may be used without correction for the year 1918 when declination 
to 1/3 desrree is desired. 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



R. O. T. C. 

SURVEYING 

PART III 

PAGE 22 






mnm 







WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



R. O. T. C. 

SURVEYING 

PART III 

PAGE 33 



^ ^ M I' il 
2 a. I I Vm> 




Niy," 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



SURVEYING 
PART III 
PAGE 25 



ITALIAN METHOD OF RESECTION=== 

In all problems of resection wherein the three point problem is involved 
a triangle of error is introduced. In the field work involved in the method of 
Italian Resection the following equipment is needed: plane table, a reference 
map of the section and sheet of drawing paper grided on a scale of 1/20,000 
metric system. 

The so-called "Italian Method" of resection is the approved method used 
in topographical work on the western front. 

The preliminary steps, establishment of the board in the desired position 
on the ground, the selection and marking of the three points, A, B and C, 
known by exact co-ordinates, upon the map at a, b and c. 

Actually, the "Italian Method" is a method of ORIENTATION pre- 
cedent to the ordinary three-point resection ; a method of orientation so pre- 
cise that no triangle of error occurs in the resection itself. 

It involves the location on the map, of a point d, which is on the line 
drawn through c and p (p being the map representation of P, the point 
occupied on the ground), and is likewise on the circumference of the circle 
described through a. b and p. (See figure a.) 

The physical procedure is as follows: 

1. Level the plane table (battle map or a grided sheet 1/20,000 or 
1/10,000) over the point P, occupied on the ground but not yet located on the 
map. 





Sill. 



*Taken from "Topography and Orientation." Part 11, Field Artillery School, Fort 



WAR DEPARTMENT SURVEYING 

COMMITTEE ON EDUCATION PART III 

AND SPECIAL TRAINING PAGE i6 



2. If a grided sheet is used, number the grid lines properly and then 
mark with a needle the exact location of the points A, B and C, which should 
be points plainly visible whose exact co-ordinates are known. Points of 
general control are preferable. Mark on the map as a, b and c. The most 
distant should be C, which should lie outside the angle BPA. C should not 
lie on the circumference of the circle passing through BAP. 

3. Make no attempt to orient the board. 
Loosen the thumb screw. 

Place the alidade along ab. Swing the board until B is seen from a 
through b. 

Make fast and verify. Draw direction abB. 

Swing the alidade with a needle in a, as the pivot, until C is in the line 
of vision. Draw the direction a CI and label it. 

4. Loosen the thumb screw. Place the alidade along ba and swing table 
until A is visible through a from b. 

Make fast and verify. 

With a needle in b as a pivot, swing the alidade until C is in the line of 
vision. Draw and label the direction bC2. 

5. The intersection of the direction aCl and bC2 is marked d. 

6. Loosen the thumb screw and swing the board until C comes in the 
line of vision over the alidade placed on dc. 

Make fast, verify, and draw the direction dcC. 

7. The board is now correctly ORIENTED if the points A, B and C 
were properly located on the plane table and the other operations correctly 
performed. The true map representation of P is to be found somewhere on 
the line dcC. 

8. Resect, by drawing the direction bB across dcC, and the direction aA 
across dcC. 

9. If all operations are exact, bB, aA and dcC will intersect at a point, 
which should be marked p and is the true map representation of P on the 
ground. (See figure b.) 

In order to detect gross errors at once, before beginning a resection, 
identify carefully the landmarks set off on the table. Draw the direction of 
magnetic north on the grid sheet. Orient the board. Choose two landmarks 
easily identified, preferably A and B. Sight on them through a and b, and 
draw the directions. The intersection should be marked as (p) and should 
be noted as the approximate location of P. 

After Italian orientation and the final resection of P, and its location at 
p, it is well to check by sighting on a FOURTH known point. The direc- 
tion drawn by sighting on F through f should pass less than .3 miUimeters or 
1/lOOth of an inch from p, on a grid scale of 1/20,000. 



WAR DEPARTMENT R. O. T. C. 

SURVEYING 
COMMITTEE ON EDUCATION PART III 

AND SPECIAL TRAINING PAGE 27 



PROOF — Suppose the problem to have been completed correctly. Then 
a, b, p lie on the circumference of the same circle, d is the point where the 
line pc cuts the circle. 

Angle baCl is the angle subtended by BC viewed from the table, by 
construction. 

It is therefore equal to the angle bpc, which is measured by the distance 
BC, viewed from the table. 

And since the point b is common to both angles, while the vertices p and 
a lie on the circumference of the same circle, then the other side of each 
angle must cut the circle at the same point, as the angles measured by one- 
half the same arc. 

Hence the direction aCl passes through d. 

Angle abC2 is the angle subtended by AC, viewed from the table. 

It is therefore equal to the angle ape, which is measured by the arc abd. 

The angle abd is the supplement of abC2 and is measure by the arc apd. 

Hence the direction bC2 extended, cuts the circle at d. 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



R. O. T. C. 

SURVEYINO 

PART III 

PAOS 38 



1 

SI 

1 


<0 

1 


! 












































i ; i 


1 


u 
^ 






k 




15 




K 




^ 
^ 












5; 














1 




^ 





< 




v6 




K 


05 


05 








^ 
^ 




^ 
^ 




^ 

$ 






















1^ 






fr 
N 
If 
'it 




> 


1 




^ 
^ 








to 




0^ 

5 














<3) 




^ 
^ 






N, 


; 5 


i 
) 


^ 
^ 




s 




^ 
\ 

Q 








^ 

^ 








^ 
^ 


^ 

'Q 




H 


k 


k 




*^ 


^ 


.^ 


>k 


K 


k 


f^ 


k 


f$ 


k 


i^ 


k 
_ 


S^ 









WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



R. a:'T.-C. 

SURVEYING 

PART HI 

PAGE 29 






I 



Ss 

I 



V 






W) 



5-^ r 



-s^ 



©on 

^1 






^ 









WAR DEPARTMENT 



COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



R. O. T. C. 

SURVEYING 

PART III 

PAGE 30 



Nofes io /Accompany Job Sheer*/ fO 




Sia. 


S'^hion 


Sl'^hf to 


D/si 


/K^emarks 






A 


B 


0' 


3/4-17 


S-hakG 








B 


M^/2 


///.93 


/VyV. cor. housG = 


1 






1 


2^4/' 


793/ 


S.H/ ' 


2 






2 


'^■rss' 


4/2.88 


tVe// 


3 






3 


Sd'/2' 


2/7/7 


<7<^/e 


4 






4 


32 '/S' 


/4/.H- 


/in<i^/G /n yv3// 


6 






S 


SS'^O' 


62// 2 


7byv<s/- 


6 






6 


46t3o' 


///.76 


/fbacJ 


7 






7 


S9'S2' 


S/-f. /7 


St^^g. 


3 























































Typical Traiuit Notea. Job Noll) Tables. 



r 


l/ert/cs/ A/i^/gs. 




S-/-a 


/^/-/^ 






;rA 


/3'27' 


7d/o o/~ <::hurc/i Vbmsr* 






/2'/S' 


" -f/a<;^ po/c 




71^3. 


27''37' 


" " c/iarch -/-oyycr- 






2/*S2' 


" f/a^ po/e 





































Transit Notes Job. No. 114. Tabic 4. 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



SURVEYING 
■ PART III 
PAGES! 













N 


^ 


X 


<! 


/ 


^ 


^ 


y 




^ 


























c 






i 


^ 


^ 
^ 


1 




^0 








1 
















■Gi 


|5 


c 

i 
> 






1 










5i 










1 

r 

^1 


1 






(T) 


^ 

k 

^ 


^ 
S 
^ 








^ 

Au 

§ 
VJ 














,4 












,S4 




M 












.(0 




K 
K 




N 
>*- 




^ 
^ 




N 
















_- 


sJ 

s 




4«Q 


^ 

•Q 


<0 




^ 




>M 




^ 











WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



R. O. T. C. 

SURVEYING 

PART III 

PAGE 3« 



r 


\ 




























% 


t 


1 


1 


5!r 




1 


'si 




^ 
? 

^ 
^ 














Id 

1 




^ 


*o 




1 


1 


















1 


^ 




^ 
§ 


? 


1 
5 




^ 
^ 


5$ 




^ 
^ 








1 




^ 
^ 












K 




1 








1 


i>/5 


tV4 


- 


<*) 


«Vi 


>»• 


•^ 


^ 


«) 


t> 












4 


^ 


•• 


<VJ 




«5 




> 




^ 











WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



a o. T. c. 

SURVEYINO 
PART III 
PAOS 31 

















/^ Sf^/'S 75/ac><ffn,^cyh/ct9/ Suri/ey. Dahs. 

i.oc&h'orf _ Rariy r,::::, 

7^ on A- - 




/Iz/m. 


2>/sf. 


/^R. 


£/Gy. 


yer/^ 


Descriph'on- 




3.Af. 






SO. 6/ 




Orf //y^:/. /n S/r~eG-/: 




^ 


/^.// 


€26k 










227'CS 


■ ^7 


AO 






^c/nc/ S/- 3/7c/ iv^^//. 




/S'SO' 


27/ 


7/ 






/V. W. cor b^rn 




23''J5 


2/J 


6./ 






s /v. " 




33 "/S' 


249 


6.8 






5.£ " ' ^ 




SoVS' 


232 


S3 






.W^ ^ 




S3'S3- 


3/3 


6/ 






d) n;^^<^ 




944'-¥2' 


258./0 








/]-3 




Tf. 




/o/o 


52SZ 




On .s/a/7t^ ^/ //-l^car fyouse 




Ao7?3 


<^./Z 


s<s.e^ 










^^4" 


^4- 


3 / 






/4ns/& /h ifV^// 




23°/o' 


3yo 


2.2 




-/"oz 


pVes^ Gnc/ y^aoc/s 




SC'/S' 


3^4 


/// 






S. 




/^'3e' 


J^'^.S/ 








B'C 




T-r. 




/2.3/ 


4433 




Orf s-/£>/7<s /n c/r/)7GyV3Y 




^ 


/o/ 


4S.34- 










T/''. 




//36 


33.3t 




« . . 




T^onC 


0.33 


33.7/ 










23 O' 


37 


/z./ 




•^2''o/ 


.yanc/ tt^a/Z^ne:/ /jr-ook 




s^^as- 


67 


/O/ 




^/'± 


3rvoA. /Vof^ooc/-/or:^eK 




/o/'-^o' 


/27 


/.4 




-f/'36' 


A/ en<:/ i/i^ooc/s 




7»'4S 


272/2 








C-J?. 




7"/^ 




4J4 


29. S 7 




Boi/^/cf ^o'S. ofZ>. 




7^ c/jD 


S.^2 


34-33 










e^jo'^o 


7S 


/3 




^7*22 






39^3 £>• 


4-^ 


/^.2 




-t2'4^' 


y^/^c/: yf^// 3na/ /jrooU.. 




/£S7-f' 


SS€.4a 








D-S 


















\ 














\— 















Transit Notes. Job No. 124. Table 7. 



WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
ANP SPECIAL TRAINING 



SURVEYING 
PART III 
PAGE 34 



/ 




VI 

t 






1 


> 

/ 


\ g 














1 






> 

>* 








t 




(NJ 


"so 








1 

c: 

1 


1 


go, 


lO 


"in 
> 











1 


so 


.''5 
so 


5 








i 


"1 


!0 


Q 
T^ 
Q 








1 


;> 


7 

? 
? 
7 


> 
? 

7 

r 








t>! 


1 


? 
> 


7 


T 
7 
7 
7 

r 








<^4 


^ 


^ 


"^ 


•Q 


Vi 









WAR DEPARTMENT 

COMMITTEE ON EDUCATION 
AND SPECIAL TRAINING 



SURVEYING 

PART III 

PAGE 35 



AUTHORIZED ABBREVIATIONS 



A 

abut. 

A 

b 

B.S. 

bet. 

Br. 

br. 

C. 

cem. 

con. 

cov. 

Cr. 

cul. 

D.S. 

E. 

Est. 

f. 

Ft. 

G.S. 

gir. 

G.M. 

i. 

I. 

Jc. 

k.p. 

L. 

Lat. 

Ldg. 



Arroyo 

abutment 

Arch 

brick 

Blacksmith Shop 

Bottom 

Branch 

Bridge 

Cape 

Cemetery 

Concrete 

Covered 

Creek 

Culvert 

Drug Store 

East 

Estuary 

Fordable 

Fort 

General Store 

Girder 

Grist Mill 

Iron 

Island 

Junction 

King-post 

Lake 

Latitude 

Landing 



L.S.S. 


Life Saving Station 


L.H. 


Lighthouse 


Long. 


Longitude 


Mt. 


Mountain 


Mts. 


Mountains 


N. 


North 


n.f. 


Not fordable 


P- 


Pier 


pk. 


Plank 


P.O. 


Post Office 


Pt. 


Point 


q.p. 


Queen-post 


R. 


River 


R.H. 


Roundhouse 


R.R. 


Railroad 


S. 


South 


s. 


Steel 


S.H. 


School House 


S.M. 


Saw Mill 


Sta. 


Station 


St. 


Stone 


str. 


Stream 


T.G. 


Toll Gate 


Tres. 


Trestle 


tr. 


Truss 


W.T. 


Water Tank 


W.W. 


. Waterworks 


W. 


West 


vv. 


Wood 



ARTILLERY ABBREVIATIONS 



Art. Artillerie 

A. A. A. Artillerie anti-aerienne. 

A.C.A. Artillerie de corps d'armee. 

A.C. Artillerie de campagne 

A.D. Artillerie divisionnaire 

A.L. Artillerie lourde 

A.L.C. Artillerie lourde courte 

A.L.L. Artillerie lourde longue 

A.L.G.P. Artillery lourde a grande puissance 

A.L.T. Artillerie lourde a tracteurs 

A.L.V.F. Artillerie lourde sur voie ferree. 

D.C.A. Defense contre avions 

G.C.T.A. Groupe de canevas de tir d'armee. 

P.C. Poste de commandement 

P.O. Poste observation 

R.G.A.L. Reserve generale artillerie lourde 

S.R.A. Service de renseignements de I'artillerie 

S.R.L. Section de reperage par les lueurs 



Artillery 

Anti-aircraft artillery 

Army corps artillery 

Field artillery 

Division artillery 

Heavy artillery 

Heavy howitzers 

Heavy guns 

High power heavy artillery 

Tractor heavy artillery 

Railway artillery 

Anti-aircraft defense 

Army topographical section 

Command post 

Observation Post 

(No equivalent organization at present) 

Artillery intelligence service 

Flash ranging group 



WAR DEPARTMENT R. O T. C. 

SURVEYING 
COMMITTEE ON EDUCATION PART III 

AND SPECIAL TRAINING PAGE 36 



S.R.S. Section de reperage par le son Sound ranging groups 

S.R.O.T. Section de recherche de renseignements Flash and sound ranging groups 

par I'observation terrestre. 

S.T.C.A. Section topographique de corps d'armee Army Corps topographical section 

T.P.S. Telegraphic par le sol Earth telegraphy 

T.S.F. Telegraphic sans fil Radio telegraphy 

155 C 155 court 155 howitzer 

155 C.S. 155 court Schneider 155 Schneider howitzer 

155 C.T.R. 155 court tir rapide 155 rapid firing howitzer 

155G.P.F. 155 grande puissance Filloux 155 high power Filloux 



WAR DEPARTMENT ;,„,»;^ 

SURVEYING 

COMMITTEE ON EDUCATION PART III 

AND SPECIAL TRAINING PAGE 37 



ENLISTED PERSONNEL 

GENERAL INFORMATION 

REVISED AND REPRINTED FROM VOCATIONAL MANUAL No. 7 

Soldiers with certain kinds of technical skill constitute a valuable asset 
in all branches of the service, being as valuable in combatant units as in 
specialized corps organizations. Our first and greatest task is to train men 
as soldiers, for they must be a part of a vast organization of soldiers. They 
have been sent to school in order that before entering upon overseas service 
they may obtain as much skill and experience as possible in these technical 
branches of work which will greatly increase their effectiveness as soldiers, 
and add to their general usefulness to corps to which they may later be as- 
signed. 

It is therefore, highly desirable that schools, training soldiers, reproduce at 
the school, as far as possible, the Army conditions, both as to methods of 
performing work and the equipment with which the jobs are done. It is 
equally important that the instruction material be selected directly from the 
jobs which the men are likely to be called upon to do in the Army. 

The following outline of enlisted personnel specifications for surveyors 
and topographical draftsmen was prepared to assist instructors in selecting 
jobs suitable for the soldiers of the various branches of the service. There is 
included also sections on vocational training methods written to assist the 
instructors in reproducing the proper atmosphere and in selecting the most 
efficient methods and the most effective instructive material. 

DUTIES OF ENLISTED PERSONNEL 
AIR SERVICE 

Soldier draftsmen in the Air Service arrange photographs in assembling 
panoramic pictures into a mosaic from which information is taken to be de- 
lineated upon the map. They are required to correct and retouch reprints; 
make small tracings and blueprints for temporary quarters as squadrons move 
from point to point. 

Soldier draftsmen may hold rank in Air Service Unit from first class private 
to first class sergeant. 

ARTILLERY, COAST 

The surveyor-draftsman for the Coast Artillery may hold rank as master 
gunner. The master gunner must be a skillful surveyor and capable of doing 
accurate and rapid work in the use of the transit and plane table. He should 
be able to do primary leveling and v/ork with a very high degree of accuracy 



WAR DEPARTMENT SURVEYING 

COMMITTEE ON EDUCATION PART III 

AND SPECIAL TRAINING PAGE 38 



from the various control points of the general triangulation system. He 
should be able to read and interpret isogonic charts and be able to determine 
the magnetic variations of the compass at any particular point and to establish 
true meridians rapidly. 

He should understand the use of centesimal and sexagesimal and the mil- 
scale, all of which are of utmost importance in artillery work. He should 
understand the English and French units of linear measurements, and he 
must be able to convert rapidly from a unit in the English system to a unit 
in the French system or vice versa. 

The degree of precision in his work with the transit is such that he should 
understand how to measure angles by the repetition method to the extent of 
twelve readings. He must be thoroughly familiar with the adjustments of 
the several instruments he may be called upon to use, for collimation, adjust- 
ments of standards, etc. 

In this branch of the service he is ordinarily not required to make topo- 
graphic surveys, but he should be able to interpret topographic maps and to 
determine the altitude of the base or ground level of the gun. In his survey 
work he should be able to traverse and enclose an area with a small percentage 
of error. 

One of the problems he will be called upon to do might be of this nature : 
Upon instruction from the proper officer to place a stake in the ground and 
to obtain its correct altitude and rectangular co-ordinates with reference to the 
zero of co-ordination. Therefore he should understand thoroughly the 
methods of computing the rectangular coordinate of an unknown point and 
the methods of conversion from geographic to rectangular coordinates and 
vice versa. 

He should understand trigonometric leveling, and the determination of 
distance by the stadia method is the roughest type of work done. 

He must be able to make and use the firing map which is not a map as the 
term is ordinarily understood by the layman. In the artillery service the fir- 
ing map is called either "Artillery Board" or "Planchette de tir." 

Construction in brief is as follows: A sheet of zinc is first attached to a 
drawing board or heavy wooden frame and on this zinc sheet is mounted a 
linen-backed piece of drawing paper. This mounting must be very carefully 
done in order that in the contact it may be secured with the zinc, and future 
shrinkage and expansion of the paper minimized as far as possible. On this 
artillery board a kilometric grid system is drawn and then by principles of 
co-ordinate geometry the positions of the patrol and of observation posts and 
of all probable targets are indicated by dots enclosed in characteristic symbols. 

The artillery board must be made to resist shrinkage or expansion for the 
reason that with light artillery it is frequently necessary to scale range and 



WAR DEPARTMENT 



R. O. T. C. 
SURVEYING 

COMMITTEE ON EDUCATION PART III 

AND SPECIAL TRAINING PAGE 39 



angles directly from the board. Possibly the most rigid test necessary for the 
drafting required in coast artillery would be to construct a grid and check the 
accuracy of the work by diagonal measurements of the grid lines and by scal- 
ing range and angles, the results being compared with the exact computations. 
For experimental work it would be satisfactory to use a plain sheet of medium 
quality drawing paper provided a scale of measurements was taken before 
the paper was allowed to shrink or expand. 

He should have a thorough and practical knowledge of the use of co- 
ordinate geometry and plain trigonometry which, however, must be taught in 
connection with this course in their particular applications. 

It is desirable, but not essential, that he understand the elements of rail- 
road curves, both English and Metric systems. 

ARTILLERY, FIELD 

The surveyor-draftsman in the Field Artillery Corps may hold rank either 
as instrument sergeant, instrument corporal or scout corporal. 

The instrument sergeant should be able to read a map accurately; he 
should understand American and Metric scales, and the use of the compass; 
he must be a capable surveyor, thoroughly experienced in the use of the 
transit and plane table ; must be able to determine a point on the map by co- 
ordinates, intersection, resection and traverse, and be able to solve problems 
involving a determination of the visibility of points on the map; he must 
understand the construction and use of maps in general and must be familiar 
with the adjustments, care and use of angle measuring instruments. 

The specific duties of the instrument sergeant are the care of instruments, 
setting up of instruments for observation, measurement and reading of angles, 
adjustment of instruments, computation of firing data. He must take neat 
and accurate notes; must be capable of making necessary computations in- 
volved in the use of surveying instruments and plane surveying, also prepare 
panoramic and place sketches. 

The specific duties of the instrument corporal and scout corporal are use 
of plane table, conducting plane table surveys, intersection, resection, travers- 
ing, map reading, map tracing, and construction and analysis of visibility 
maps. 

In general it is desirable that the instrument sergeant and the instrument 
corporal or the scout corporal have sufficient general knowledge and training 
to perform the duties of either office. 

CAVALRY 

Soldier sketchers in the Cavalry arm must make reconnaissance surveys 
and reports ; draw sketches of enemy positions, location of possible camp sites, 
quantity and quality of water supply, nature of terrain, possibilities for graz- 
ing ground for horses, location of food supply for men. 



WAR DEPARTMENT SURVEVINC 

COMMITTEE ON EDUCATION PART III 

AND SPECIAL TRAINING PAGE 40 



Soldier sketchers in this branch of service may hold rank from first class 
private to scout sergeant- 

CHEMICAL WARFARE 

Soldier surveyors and draftsmen in Chemical Warfare m.ust make maps of 
sectors where gas warfare projects are to be executed, survey nature of 
changes in terrain: location of enemy troops, traffic routes for material and 
supplies. They must maintain filing cabinets with maps properly indexed, and 
records of map changes from time to time keeping same up to date. They 
may also be called upon to make sketch surveys and interpret the same. 

Soldier surveyors and draftmen in Gas Regiments of Chemical Warfare 
Branch may hold rank from the first class private to master engineer (senior 
grade). 

ENGINEER CORPS 

Soldier surveyors for the Engineer Branch will be called upon to make 
surveys of large areas. The error of closure must be kept very small, since 
in artillery fire the limits of error are not more than 10 meters. They should 
be thoroughly conversant with the American and Metric systems of measure- 
ment. They should be experienced instrument men, able to use the several 
kinds of instrum.ents with a high degree of accuracy and understand the eftects 
of exposure of drawing paper to action of weather. They should be able to 
interpret correctly and accurately any contour interval used. They must be 
thoroughly conversant with the use of logarithmic tables, stadia reduction 
tables and other tables used in surveying and a limited number must be able 
to solve correctly ordinary triangulation problemjs. They must understand 
the solution of problems by rectangular co-ordmates: must have a general 
working knowledge of co-ordinate goemetry. They must be rapid workers 
and possess some executive ability since often they are in responsible charge 
of men. 

Soldier surveyors of first grade have the opportunity for rank in the ser- 
vice as non-commissioned officers from sergeant to master engineer, senior 
grade, which is the highest rank in an Engineering Regiment for enlisted men. 
Soldier surveyors of second grade may hold rank from private to sergeant 
(first class). Their rank depends entirely upon the skill and perform- 
ance shown in the execution of their field work and also upon the amount of 
executive ability they possess. 

Information secured by the soldier surveyor is delivered in the form of 
notes and sketches to the topographical draftsmen to be compiled and ad- 
justed. From this compilation the finished map is made to be used as a 
reference for all branches of the service. For instance, it forms a basis for 
fire control by both Artillery Branches. Consequently the soldier surveyor 
must perform his work in the field v/ith a very high degree of precision. The 
aim of this intensive course must be to train these men for precise work. 



WAR DEPARTMENT R. O. T c. 

5JKVEYING 
COMMITTEE ON EDUCATION diRT III 

AND SPECIAL TRAINING PAGE 41 



The soldier topographical draftsman must compile his information in malr- 
ing up the finished map or battle map from survey notes and plane 
table survey sheets. This work must be done with such precision that the 
several surveys being plotted shall close with no greater error than that of a 
pinhole. He should have a slight working knowledge of surveying with spec- 
ial reference to methods of determining position of topographical features, and 
of circuit closing in traverse work. He must be able to interpret and resti- 
tute aerial photographs. He should be able to interpret maps accurately 
and to construct maps in such a manner that the other branches of thi 
service may be able to interpret them correctly. He should be a good 
letterer. understand the conventional signs and be able to represent them 
correctly. He should possess such manual dexterity in his map construction 
that the maps will be readily adaptable to the process of map reproduction by 
photolithography. He should make his drawings in such a manner that they 
preserve the physical characteristics when reproduced. In drawing any solid 
lines he must make them as uniformly opaque as possible. A limited number 
should understand the various theories of map projection and all should be 
able to orient their drawings correctly. He must have a thoroughly practical 
knowledge of the use of all drafting instruments and materials for map-draft- 
ing, such as lettering pens, ruling pens, triangles, dividers, scales, beam-com.- 
passes, pantographs, inks, water-colors, brushes, drawing and tracing papers, 
and various erasers. He must knew hew to mount drawings in such a man- 
ner that they will neither stretch nor shrink. Soldier topographical drafts- 
men of first grade may hold rank in Engineering Regiments from corporal to 
master engineer, senior grade, while soldier draftsmen of second grade may 
hold rank from private to corporal. 

INFANTRY 

Soldier surveyors and map makers in Infantry regiments must be able to 
measure and read angles correctly ; must make surveys of the area immediately 
before them recording such changes as happen; must make neat and cor- 
rect sketches and transfer this information to the maps. 

Soldier surveyors and map m.akers in Infantry divisions may hold rank 
from first class private to sergeant. 

MOTOR TRANSPORT CORPS 

Enlisted men in the Motor Transport Corps must be able to read and 
interpret maps correctly and must be able to m.ake sketches rapidly and ac- 
curately. They may hold rank from first class private to sergeant. 

SIGNAL CORPS 

Soldier surveyors in the Signal Corps must be able to* make maps and 
keep them up to date; make sketches and diagrams of all telephone and 
telegraph lines and other means of intercommunication and proposed signal 



WAR DEPARTMENT R. O. T. C 

SURVEYING 
COMMITTEE ON EDUCATION PART III 

AND SPECIAL TRAINING PAGE 42 



work within the division. They must be able to interpret maps and to take 
advantage of natural cover and observation points that are shown on the maps. 
They may hold rank from first class private to sergeant. 

TANK CORPS 

Soldier surveyors and draftsmen in the Tank Corps must be able to make 
rapid sketches and surveys of the battle area ; must prepare maps and charts 
of sectors from data submitted and must do such drawing and consolidation 
of maps as needed. They may hold rank from first class private to first class 
sergeant. 

VOCATIONAL TRAINING METHODS. 

SPECIFIED J918 BY COMMITTEE ON EDUCATION AND SPECIAL TRAINING 

FOR WAR TRAINING IN SCHOOLS AND COLLEGES. 
GENERAL PROCEDURE 

In all cases the soldier should learn by doing. He should not be expected 
to obtain information from formal lectures. The work in surveying or draw- 
ing should consist of a maximum amount of field or office practice. For this 
purpose, the Job Sheets have been prepared. Since the student soldier 
by reason of his training in surveying or drawing will be called upon later 
in the service to furnish information of vital importance in war operations, 
it is necessary that the need of careful and precise v.'ork be particularly 
emphasized. In general the instructors should be available for conferences 
and discussions on the particular task to which the student has been assigned 
immediately after the work has been done. It is advisable that these con- 
ferences and discussions be given to small groups in the field or class-room. 
These groups should consist of those who have worked on a given job and 
who are conscious of specific needs. In the final analysis one of the chief 
objectives in this training is to compel the student to use his own initiative 
and originally in attempting any task. 

SCHEDULE 

Since soldiers are to perform tasks as surveyors or draftsmen in actual 
war operation it is necessary that they should be classified for this particular 
work with great care. It is not anticipated that it will be possible to train a 
soldier for the highest grade of position who does not have a facility in the 
application of simultaneous and quadratic equations and who does not possess 
a working knowledge of plane geometry. It will be noted that throughout 
these Job Sheets, there appear problems involving the use of trigonometric 
tables and the solution of right and oblique triangles. The work of instruc- 
tion must be so arranged that the training in computation will be incorporated 
in problems of direct application and preferably should be given at the time at 
which the soldier needs to make such computation in connection with some 
assigned task. Trigonometry will not be taught as a separate subject. 



WAR DEPARTMENT 



R. O. T. e. 



SURVEYING 

COMMITTEE ON EDUCATION PART III 

AND SPECIAL TRAINING PAGE 43 



The most approved method for training these men could consist of some 
such procedure as follows : 

First : Have the men in the detail prepare questionaires showing each man's 
past experience and education and an expression of his desire, capacity, and 
qualifications to become a surveyor, topographical draftsman, map reader and 
sketcher. Each man should then be interviewed personally concerning the 
statements in his questionnaire and put to a brief test. There should be no 
hesitancy on the part of the instructor to transfer any men in the detail who 
do not possess the necessary attributes for this kind of technical work. It 
must be remembered that all men who have made progress along certain 
special lines but who are not able to fully qualify in one of these classes are 
of great value in the service in minor positions. A man who has become 
proficient in map-reading and is unable to master the technique of an instru- 
ment will be valuable in units other than those indicated in this manual, such 
as for the infantry as a guide, or as a messenger in any other branch of the 
service not mentioned. In other words it is essential to keep men who can 
qualify on certain parts of this work. 

Second : In schools in which all three courses are given assign each man 
temporarily to one of the classes indicated, that is, either as a surveyor, topo- 
graphical draftsman, map reader or sketcher. This selection should be de- 
termined by his record and test. In each assignment in any of three divisions 
he should be handed the Job Sheet and the accompanying questions. From 
the manner in which he tackles the job and completes the task assigned him 
more definite information can be obtained as to his knowledge and skiU. 
The man who by his record shows considerable experience and ability should 
be assigned to take charge of others with less experience and skill. 

The work should be as practical as it can be made, that is, as near as pos- 
sible like that required under actual war conditions. In making the assign- 
ment it cannot be impressed too strongly upon each man that he, individually, 
is strictly responsible for that part of the job to which he has been assigned. 

Third : Make each succeeding assignment on the basis of this new in- 
formation. Give him a simpler task if he has failed on the first one, or pro- 
mote him to a more difficult job if the first one proved too easy for him. 
There will be men who will have been assigned to units of instruction for 
which they are not fitted, for instance men who believed they could qualify as 
surveyors will be found to possess qualifications fitting them for drafting 
work. 

Fourth : Whether in the field or in the drafting room the men working at 
similar tasks can be called together — to a blackboard if available — from time 
to time and questioned r.oncerning their work and the fundamental principles 
underlying the particular job at which they are working. Rate each man on 



WAR DEPARTMENT R. O. T. c. 

SURVEYING 
COMMITTEE ON EDUCATION PART 111 

AND SPECIAL TRAINING PAGE 44 



each job performed. A simple method of doing this is to keep a record card 
for each man. 

METHOD OF RATING 

If this method of instruction is adhered to throughout the course, 
some men, because of more than average ability, and others who have 
had considerable previous experience, will have advanced to a larger under- 
standing of the work. They will have progressed through the more 
difficult jobs and are qualified for service as surveyors, topographical 
draftsmen, or surveyor-draftsmen. Others will have progressed more slowly 
and will have obtained a more limited knowledge and experience, but who can 
qualify in the more subordinate positions. The men will be rated as to the 
number of things they can do well rather than on the general average they 
have maintained throughout all the work. This rating will enable the Army 
Officials intelligently to assign each man in the service to the task which he 
can do well. It also enables the institution to use its equipment to the great- 
est efficiency inasmuch as from the very start some men due to varying prev- 
ious experiences are working on more advanced tasks while others are on 
the simpler ones. 

SEXECTION OF QUAUFIED MEN 

The object of the Questionnaire and Preliminary Test on page 2 was to 
separate the men according to their qualifications as may readers, sketchers, 
surveyors and topographical draftsmen for the various branches of the service. 

Even after a careful selection, occasions will arise from time to time where 
men will be found to be pursuing the wrong kind of work. It may so happen 
that men who believe they can qualify as surveyors will be found lacking in 
capacity to do precise work. These men may be qualified through natural 
ability to develop into topographical draftsmen and the remainder of the time 
in the course should be devoted by them to perfecting themselves as topo- 
graphical draftsmen. It should be remembered that men who continually 
make mistakes in fieldwork of surveying and in the use of the instruments 
will most likely make errors in field service overseas. 

It should be remembered that the product in the form of trained men re- 
ceived by the various army branches from this source must be qualified to take 
up a higher grade of work, where correct performance is sought and not the 
usual civilian classroom results. The proper orientation of the field batteries 
of artillery by the surveyor is a vital problem and may, through careless 
performance or lack of proper knowledge, cause disaster. The taking of in- 
formation from the field by the surveyor in the engineer corps must be care- 
fully done, for a contour improperly located may affect most seriously the 
fire of the heavy guns of the coast artillery. Plotting this information taken 
by the surveyor in the field, which is done by the topographical draftsman. 



WAR DEPARTI4ENT SUEVEYIKG 

COMMITTEE ON EDUCATION PART UI 

AND SPECIAL TRAINING PAGE4S 



is as important a service as that done in the field work. This necessitates a 
very careful performance of the work, since the draftsman, in compiling the 
information, may destroy its value by carelessness. These facts have been 
given that the instructor may fully realize the need of careful personal super- 
vision and the checking of all problems in a thorough manner. 

The proper selection of men who are good material for the several branches 
of the service is as fully important as the careful training given in the several 
courses. A scheme of promotion should be so arranged that the men who 
perform the smaller tasks quickly should be advanced to harder problems, 
thus giving them an opportunity to qualify for the higher grades of office in 
the service. The soldier, in cases where he shows little or no aptitude for the 
job assigned him. should be given more time to develop along the line of 
those jobs in which he shows promise of becoming proficient. 
USE OF JOB SHEETS 

The Job Sheets consist of brief directions of work, equipment to be used, 
and questions on the operations and principles involved. They are so 
arranged as to bring about the correct performance of the tasks and also to 
bring out the underhdng principles. The arrangement for squad work is left 
to the instructor, but v,-ith this suggestion : that these be so arranged in num- 
ber of men that the best performance and the best results may be obtained. 

When a soldier is given a Job Sheet, he is also assigned a definite task. 
He should be given an opportunity to study the Job Sheet in order that he 
may go about the job intelligently. He should refer to the sheet from time 
to time as he works in order that he may observe the important details of his 
task. The instructors should avoid giving the soldier a direct answer to the 
question but, in every case where it is possible, should endeavor to stimulate 
the man's ingenuity and reasoning powers by showing him that the necessary 
information is often at hand. In this kind of work, as given in these Job 
Sheets, reference libraries, logarithmic tables, stadia reduction tables, and en- 
gineering tables as may be required, should be available for the soldiers' 
reference, and the men should be referred to these as auxiliaries and available 
help. It is of importance that the greatest care should be taken to see that 
he finally has the correct answer to each question on the sheet. Short in- 
formal quizzes or conferences on the particular job in which they are engaged 
should be conducted in the field or classroom with small groups of men. 
This will inform the instructor whether the man has done the job correctly. 
Inform.ation will be gained by the men in discussion with one another, and 
many argimients will arise as to the correct answers to the questions. Mental 
activity is thus stimulated by the men themselves and points that have been 
discussed are better imderstood and remembered. The instructor will be 
called upon from time to time to help soldiers settle questions under debate. 
The ideal instructor is not the one who imparts information to his classes, but 



,, WAR DEPARTMENT R. O. T. c 

' SURVEYING 

COMMITTEE ON EDUCATION PART III 

AND SPECIAL TRAINING PAGE 45 



one who stimulates and directs his classes so that by their own efforts they 
gain the greatest amount of skill and information. 

Although the Job Sheets in general are numbered according to the dif- 
ficulty of the tasks dealt with, still there is no necessity of following strictly 
this numerical order with each man. Nor is it to be supposed that the sheets 
represent a complete course or even the best course. It will be found that the 
questions progress too rapidly from one logical step to the next to be adapt- 
able to the needs of the slower students. The instructor will need to fill in 
the gaps, which will appear between certain question in the Job Sheets, being 
governed entirely by the class of men with whom he has to deal. 

The Job Sheets present a logical line of thought which would be adaptable 
to the mental process of the more experienced soldiers. They are merely sug- 
gestions of the kind of jobs to be done by the soldiers and the manner in 
which the work should be conducted. They are put out in loose-leaf form, 
so that from time to time such changes may be made on any sheet as are 
found to be advisable and new sheets may be added. 



